Series editor: Lindsay Frost Lindsay Frost | Lauren Lewis | Daniel Mace | Viv Pointon | Paul Wraight Published by Pearson Education Limited, 80 Strand, London, WC2R ORL. www.pearsonschoolsandfecolleges.co.uk Copies of official specifications for all Edexcel qualifications may be found on the website: www.edexcel.com Text© Pearson Education Limited 2016 Designed by Elizabeth Arnoux for Pearson Typeset, illustrated and produced by Phoenix Photosetting, Chatham, Kent Original illustrations © Pearson Education Limited 2016 Cover design by Elizabeth Arnoux for Pearson Picture research by Rebecca Sodergren Cover photo/illustration © Poorfish / Getty Images The rights of Lindsay Frost, Lauren Lewis, Daniel Mace, Viv Pointon and Paul Wraight to be identified as authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. First published 2016 19 18 17 16 10 987654321 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN 978 1 292 13960 9 Copyright notice All rights reserved. No part of this publication may be reproduced in any form or by any means (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency, Barnards Inn 86 Fetter Lane, London EC4A 1EN (www.cla.co.uk). Applications for the copyright owner's written permission should be addressed to the publisher. Printed in the UK by CPI Websites Pearson Education Limited is not responsible for the content of any external internet sites. 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Contents How to use this book 4 Assessment outline for AS and A Level 6 Fieldwork investigations 8 Synopticity 16 Topic 1 Tectonics 18 Thinking Synoptically: Melting Ice 66 Topic 2 Glaciated Landscapes and Change 68 Topic 3 Coastal Landscapes and Change 116 Thinking Synoptically: Chinese Coastal Flooding 170 Topic 4 Globalisation 172 Thinking Synoptically: Regeneration 220 Topic 5 Regenerating Places 222 Topic 6 Diverse Places 272 Appendix: Maths and statistics answers 323 Glossary 328 Index 339 Acknowledgements 343 How to use this book Introductory pages Exam support The introductory pages outline the objectives of the topic and There are AS and A Level style exam style questions with the skills that are covered within it. There is also a paragraph guidance on every enquiry question, providing practice for your about synoptic links, which is a theme running throughout the exams. specification. If you have studied geography at KS3 or GCSE level there is a reminder of the content and concepts that you should AS level exam-style A level exam-style know linked to the AS/A level topic. question question With reference to earthquake Explain the link between (seismic) waves, explain two plate boundary type and the reasons why it is difficult for strength of earthquake buildings to remain intact (seismic) waves. (4 marks) during an earthquake event. Guidance (4 marks) Think about which types of Guidance plate boundary create the Each type of earthquake most strain and release (seismic) wave moves the greatest amount of through the ground seismic energy and why, differently, and all the and which release very waves arrive within little and why. Make seconds of each other. reference to body and Anything attached to the surface waves. Key terms and glossary ground would also move. The key terms you need to know are highlighted for you in bold and there is an extensive glossary at the back of the book to help There are focussed exam pages at the end of every topic with with your revision. sample questions, sample answers and guidance for both AS and A level. Activities and extension Preparing for your AS level exams Preparing for your A level exams Frequent activities contain academic questions to reinforce your Sample answer with comments learning and help you to develop and apply numerical, statistical, cartographic, graphical, ICT and literacy skills in geographical contexts. Extension activities will also stretch and challenge your knowledge. ACTIVITY Extension TECHNOLOGY/ICT The Shoreline Management SKILLS Plans for England Investigate the aims and and Wales are on the Environment Agency actions of a UK coastal website, and often on ICZM, perhaps an area in local council websites. which you have undertaken Investigate the SMP for fieldwork. Assess how your fieldwork area and successful the ICZM is for examine the local coastal managing the coastal zone processes, land use, sustainably. defences and plans, and the reasons behind the SMP. 4 Synoptic links Maths and literacy tips The synoptic links from the specification are highlighted in the We have included maths and literacy tips in the topics to support text and there are developed explanations of these synoptic your learning. There are also answers to the statistical questions links throughout to help you make links of your own. at the back of the book so that you can check your learning. Synoptic link Thinking synoptically pages One effect of globalisation is increased migration, especially Our thinking synoptically pages provide interesting material to of refugees. While environmental refugees may only be a take you beyond your studies, linking topics together and giving small part of this process at the moment, the global link between countries is likely to become much more important you an opportunity to apply your skills and knowledge and in the future, as more people are displaced by sea-level prepare for synoptic assessment. rise and coastal storms. This will also affect sovereignty, for example, if whole island communities move to another country; what happens to territorial waters if the land is flooded? (See page 207.) The key and an example of the text highlighted Such criteria-based ethical and environmental ratings have subsequently become commonplace for business-to- business corporate social responsibility and sustainability ratings, such as those provided by Innovest, Calvert and Domini. Businesses have become aware of the importance of ethical considerations, and increasingly present themselves Summary knowledge check to their consumers as morally and environmentally aware. At the end of each topic is a summary knowledge check with For example, Marks & Spencer announced their 'Plan A' in questions which test your learning and a checklist of key links 2007. This set out 100 commitments to source responsibly, and ideas you will need when preparing for your exams. reduce waste and help communities over five years. To support their goal of becoming the world's most sustainable retailer Marks & Spencer have launched their Plan A 2020. This Book 1 covers all of the Edexcel AS level Geography The plan combines 100 existing commitments with revised topics, so if you are just studying for an AS Geography and new ones. qualification you just need to use this book. The same topics also form part of the Edexcel A level Geography PAF themes specification, and if you are following this course you will Yellow = Players (P), Orange = Attitudes and actions (A), need to study the topics in this Book 1 and also the topics Purple = Futures and uncertainties (F) featured in Book 2 of this series. 5 Assessment outline for AS and A Level Table 1: Specification content Year 1: AS Year 1 and Year 2: A Compulsory topics: Compulsory topics: Topic 1: Tectonic Processes and Hazards and Topic 3: Topic 1: Tectonic Processes and Hazards Globalisation Topic 3: Globalisation Topic 5: The Water Cycle and Water Insecurity Topic 6: The Carbon Cycle and Energy Security Topic 7: Superpowers Optional topics: Optional topics: Topic 2A: Glaciated Landscapes and Change or Topic 2A: Glaciated Landscapes and Change or Topic 2B: Coastal Landscapes and Change Topic 2B: Coastal Landscapes and Change and and Topic 4A: Regenerating Places or Topic 4A: Regenerating Places or Topic 4B: Diverse Places Topic 4B: Diverse Places and Topic 8A: Health, Human Rights and Intervention or Topic 8B: Migration, Identity and Sovereignty Table 2: Specification assessment Year 1: AS Year 2: A Paper 1:1 hour and 45 minutes (90 marks): 50% of qualification Paper 1: 2 hours and 15 minutes (105 marks): 30% of Section A: Topic 1 and Section B: Topic 2A or Section C: Topic 2B. qualification Including questions on glaciation or coastal fieldwork, and a Section A: Topic 1 synoptic question linking Topic 1 to Topic 2A or Topic 2B (and P, Section B: Topic 2A or Topic 2B A, F themes). Section C: Topic 5 and Topic 6 Includes 20 mark extended writing questions. Paper 2:1 hour and 45 minutes (90 marks): 50% of qualification Paper 2: 2 hours and 15 minutes (105 marks): 30% of Section A: Topic 3 and Section B: Topic 4A or Section C: Topic 4B. qualification Including questions on regeneration or diversity fieldwork, and Section A: Topic 3 and Topic 7 a synoptic question linking Topic 3 to Topic 4A or Topic 4B (and Section B: Topic 4A or Topic 4B P, A, F themes). Section C: Topic 8A or Topic 8B Includes 20 mark extended writing questions. Paper 3: 2 hours and 15 minutes (70 marks): 20% of the qualification Sections A, B and C are all synoptic: Based on linked topics and Players, Attitudes and actions, and Futures and uncertainties, within a resource booklet about a geographical issue. There are 18 and 24 mark extended writing questions. Paper 4: Independent Investigation (70 marks): 20% of the qualification. Exam command words It is important for you to know the meaning of command words do not answer the question, even if you write lots of correct in exams so that your answer is phrased in the correct way so geography. Use the exam question analysis at the end of each that it answers the questions. Marks can easily be lost if you chapter to help you. Table 3: AS and A examination command words Command word and use Explanation Analyse (A) You must use all of your academic geographical skills to investigate an issue. You must divide the issue into its main parts and make logical connections on the causes and effects of the links between these parts. You must use evidence (e.g. examples and case studies) wherever possible to support the points you make. This command word will be used with longer answer questions worth more marks. Assess (AS & A) You must use evidence to show the significance of something relative to other factors. Spend equal time on each factor in the main part of your answer, and in a conclusion identify the most important. Calculate (AS) A mathematical or statistical calculation, but always show your full working. Compare (AS) You must explore the similarities and differences between two elements in a question. You must try to balance the similarities and differences but recognise if one is stronger. Complete (AS & A) You must finish a diagram, map or graph using the data provided. Define (AS) You must give the meaning of a geographical term. Describe (AS) You must give a geographical account of the main characteristics of something or the stages of a process (e.g. where and what). Your points or concepts should be well developed, with examples, but do not need reasons or justification. Draw or Plot (AS & A) You must create a graphical representation of data provided. Evaluate (AS & A) You must write about the success or importance of something, and provide a balanced judgement based on evidence (e.g. data) that you have included in your answer. You should have a powerful conclusion that brings together all of the ideas, including strengths and weaknesses, and explores alternatives. This command word will be used with longer answer questions worth more marks. Explain (AS & A) You must provide reasons (e.g. how and why) for a geographical pattern or process. You must show your understanding within your answer, supported by justification and evidence - often in the form of examples. Identify or Give or Name or State You must recall specific pieces of information. (AS) Suggest (AS & A) You must provide a reasoned explanation of how or why a geographical pattern or process may have occurred in an unfamiliar situation. You should provide justification and evidence for your suggestions based on your geographical understanding and knowledge of similar situations. 7 Fieldwork investigations An essential part of geographical study is the collection of data and information. This requires you to develop and enhance your • Practical fieldwork and investigative skills (Table 3) • Data analysis and presentation skills (Tables 3 and 4) • Academic skills needed for analysing and concluding, and • Ability to evaluate data, information and methodologies (including risk assessments) (Table 2) The Edexcel specification requires a minimum of 2 days of fieldwork to be completed during the ACTIVITY AS year as part of the Geography course, including one physical geography (glaciation or coasts) Find out when your AS investigation, and one human geography (regenerating places or diverse places) investigation. fieldwork will take place, This will be organised and structured by a school's geography department. In the second year for and when you will be those studying the A Level you are required to complete an independent investigation based on expected to collect data further fieldwork, this will be organised and structured by you. A minimum of 2 further days of for your independent fieldwork are required to meet the specification requirement of 4 days in total for the two-year A investigation. level course. This could be completely new fieldwork or extensions arising from the AS fieldwork days. Guidance and advice for the independent investigation will be available from the school’s geography department and teachers, and group work may be used to collect data. The fieldwork ACTIVITY must include both a physical and a human geography element based on the specification. The Independent Investigation must be based on a physical or human geography theme, or both, taken Browse the four examples from the AS or A level specification. In many cases it may be that the fieldwork for the individual of fieldwork provided in this book. Note how these investigation will be collected during the summer between the AS and A parts of the two year compare (similarities and course (i.e. June to September). differences) with fieldwork It is essential that you learn a lot during the fieldwork organised for you during the AS year of study and investigations that so that you are prepared to complete an independent investigation yourself; there are limitations you completed at GCSE imposed by the specification regulations about how much assistance teachers may provide on the level. These examples are independent investigation. suggested projects, there are many others you may wish to choose, just as you Exam tip may choose to use different To help students with AS fieldwork and the A level independent investigation, this text approaches to analysing book provides four detailed exemplars of fieldwork investigations completed at AS level, and presenting the results. but these could also act as starters for the A level investigation. There is one at the end of each of the chapters on the topics for which fieldwork could be chosen for the AS specification. These exemplars are not meant to be complete answers but are designed to show the parts of an investigation, both in terms of organisation and main stages. They also show the writing style, level of detail, and the quality of data presentation required. Further detailed advice is also provided in this section of the text book, which includes possible AS exam questions and advice on how to answer them. Assessment of fieldwork AS level: Two examination questions, divided into several parts, one in Paper 1 and one in Paper 2 will assess fieldwork skills linked to Glaciation or Coasts, and Regenerating Places or Diverse Places. These questions will test (i) knowledge and understanding of methodologies, (ii) interpretation, analysis and evaluation of fieldwork information, and (iii) the ability to synthesise conclusions from the your own fieldwork experience. (See example questions and the end of this section.) A total 8 of 18 marks are available in each examination paper for fieldwork questions (20% of the total AS ACTIVITY marks). After you have completed A level: An Independent Investigation will be completed for 20% of the total A level. This will be a your first AS fieldwork day 3,000 to 4,000 word structured report based on fieldwork and secondary information. Marks are and follow up work, answer divided as follows: Purpose (introduction) - 12 marks; Planning and data collection - 10 marks; the fieldwork questions Data presentation, methodology, and analysis - 24 marks; Conclusions and evaluation - 24 marks. posed at the end of this (See the specification mark scheme for the detail.) section. Stages in a fieldwork independent investigation 1. Study the specification requirements carefully Follow the guidance given in this section, and study mark schemes provided by Edexcel to know what you will be judged on. Read and understand the relevant geographical topic and synoptic links to other topics. 2. Decide on an enquiry question for study The specification states three enquiry themes for each AS topic; the ones in italics in Table 1 are featured at the end of the relevant chapter in this book. An enquiry question is a broad question based on the enquiry theme (see exemplars at end of each chapter). Table 1: AS enquiry themes Dynamic Landscapes (physical geography) Dynamic Places (human geography) Glaciated Landscapes and Change: Regenerating Places: • Changing glacial and/or fluvioglacial • Evidence of regeneration strategies sediments • Public opinion on local regeneration • Glacial and/or fluvioglacial landform strategies morphology and orientation • Historical change in an area. • The impact of human activity on fragile glaciated landscapes Coastal Landscapes and Change: Diverse Places: • Changing coastal sediments • Evaluation of areas that have potential for • Changing coastal profiles improvement • Success of coastal management approaches • Attitudes towards geo-demographic change • Extent of deprivation in an area A level students may choose to investigate one of the same enquiry themes as AS, or one of those featured in this book, or can investigate another covering any topic within the specification. However, students must ensure that meaningful fieldwork and primary data collection (qualitative and quantitative) can take place in a local (small scale) place. 3. Choose a hypothesis You should consider several hypotheses that link to an enquiry question, and then select the one that you think you can answer the best. A hypothesis consists of a specific statement that can be proved true or false, this provides the whole focus of a fieldwork investigation and allows a concise but well balanced report to be produced. This is sometimes called the 'working hypothesis'. It will be based on geographical understanding and consist of a simple statement that is located and/ or time specific, and provable through fieldwork measurement and wider investigation. Paired null and alternative hypotheses may be used (see statistical exercises pages 98-99): A null hypothesis (H0) is the one which, using geographical understanding, is expected to be false, while the alternative hypothesis (Ht) is the one expected to be true. 9 ACTIVITY FOUR POSSIBLE HYPOTHESES (H1) Study the four suggested • Centuries of farming activity has significantly altered the original shape of drumlins in hypotheses. (a) Which one Ribblesdale, North Yorkshire. would you choose and why? • Hard engineering defences at Overstrand, North Norfolk, have effectively prevented coastal (b) For each what would the recession since they were built. null hypothesis be? • There have been a greater number of regeneration strategies in the inner city of Liverpool than in the suburbs since 2000. • Local people in the age group 40 to 50 years of age are more concerned about change in the population characteristics of Stratford, London than the local 20 to 30 age group. 4. Decide on a location that is suitable for the chosen enquiry question and hypothesis ACTIVITY Clearly the geographical location selected must be able to provide accurate and relevant information so that the hypothesis and enquiry question can be answered. The small local area Where would you go to must also be accessible. For the Independent Investigation the location should be accessible for study the following (a) a at least 2 days, and sometimes revisits are desirable to check or expand on the first set of results. coast, (b) a glacial area, (c) an urban area, (d) a rural For example, it is no good setting out to measure drumlins in an area where they do not exist, area. Remember to specify a or measure population change where there has been none. A small local area should be studied small area. so that it is manageable, for example, it will not be possible to study the whole of London or the whole of the Lake District. However, sometimes it may be valid to compare two small areas. 5. Plan the methodology, including collection of primary and secondary data, and the time allocation Primary data consists of original measurements and information which are collected by you independently or in a group through your fieldwork. Individual tasks may need to be allocated time slots, or combined if a point analysis is being completed. Secondary data consists of measurements ACTIVITY or information that has already been collected, such as analysed census and index of multiple Study Table 2. (a) In a deprivation data. Searching for secondary data can take longer than you think. Both will be methodology, what is required in the AS fieldwork exercises and the Independent Investigation. Two important aspects the difference between of planning are developing methodologies that will reduce errors and increase the reliability of explaining how and why? the data, such as interviewing 50 people instead of just 5, or taking 30 point readings rather than (b) Compare the following just 3. It is also important to think about natural and human patterns, for example, measuring two methodologies. Assess wave action in different seasons or on days with different wind and wave directions, or measuring why one is much better patterns in urban areas at different times of day or different days of the week. Consider how much than the other. time is needed and when. 10