5C+2011


 * Contour revision sheets**

[|Cross Sections.pdf]

[|Contour Exercise.pdf]


 * Look at this documentary and take notes. Learn these notes!**


 * Use the Cornell Note format.**

media type="youtube" key="hLuPtMvvwA0" height="315" width="560"

You will also need to study the farming case study we looked at on the video.


 * This is the essay sheet that was given out a couple of weeks ago. Some boys did not get it.**




 * Cover lesson 15 May 2012**


 * READ THE INSTRUCTIONS CAREFULLY AND FOLLOW THEM CAREFULLY**


 * You have the lesson to write an essay on one of the following topics. It must be emailed at the end of the lesson.**


 * Type the essay directly into the email, do not attach a word document.**


 * THE** __**SUBJECT OF THE EMAIL**__ **SHOULD BE 5CRELEE, WHERE THE FIRST TWO LETTERS ARE YOUR FORM, THE SECOND TWO LETTERS ARE RE FOR REVISION ESSAY AND THE LAST PART IS YOUR SURNAME.**

This allows me to store, sort and collate your essays.

I realise that you will not be able to easily draw diagrams in your essay, but you can put tables and simple graphs.

Email your essay to akl@stpaulsschool.org.uk

You should not be doing internet research, but just writing your essay.


 * Tectonics**

Secondary effects are more devastating that primary effects in tectonic events. Discuss.


 * Geomorphology**

Water is the main factor in determining the shape of the landscape. Discuss.


 * Environment**

National Parks protect the environment but ruin the local economy. Discuss.


 * Weather and Climate**

The climate of Britain is largely determined by the North Atlantic Drift. Discuss.


 * Economic Activity**

Factories locate where conditions are right. To what extent is this true? Use examples and discuss.


 * Download and read this:**

Watch the following videos: http://www.youtube.com/watch?v=d2KWWI4hMB0 (4 minutes) Answer the following questions, each in a decent paragraph. 1. Why are young people needed in farming in the UK? (Answer from the video) (7 minutes) 2. Is there a future in farming for young people? (Think about this along with your knowledge of how industry is changing in the UK - why would you want to/not want to go into farming?) (7 minutes)
 * 5F Prep Wednesday 14 March**

Look at this video: http://www.youtube.com/watch?v=z2W52Gbp4QU (3 minutes)

Listen to one of these programmes: (15 minutes approx) http://www.bbc.co.uk/programmes/b006qj8q


 * //Also have a look in your kitchen cupboard, and the refrigerator, to see where all the goods come from.//**


 * COVER LESSONS AND PREP DURING DR LEE'S ABSENCE AT CASTLE HEAD**


 * 5C Cover and Prep Lesson 8 Tuesday 6 March 2012**

Finish watching the Container programme. It is on the intranet in the Teacher to Student area.

http://www.thinkingeography.com/thinkingeography/8_Essays,_Fieldwork_and_Revision_files/TG%20Learning%20Global%20Locations%20RS.pdf
 * Then look through these documents. (If the cover teacher has not collected the sheets from my desk, one boy should go and get them).**

And //this// document (you will receive one of these printed when you are in the classroom next)



Revise the global locations for a test of all global locations. Continue this revision for prep.


 * 5C Prep Tuesday 29 February**

Here is a very interesting article on containerisation.

[]

//If this does not load properly, here is a PDF of the article. [|GN Containerisation Article.pdf]//

NB: It is quite long and it uses difficult language! Don't try to read it all. Do read the abstract (summary) at the start, read __**some**__ of the text under headings inside, and read the conclusion. It is a good example of using tight writing to communicate. It uses specific words with specific meanings and conveys information efficiently using subject specific language. You will be able to understand it if you think about it a little!

On this document put down interesting container facts you have gleaned from the article i.e. write down the facts in and around the picture of the container. Glue the sheet into your book. Use a little colour just to make it stand out! If I drew the container, you could spend 1 minute shading part of it!

[|Containerisatoin.pdf]


 * 5C Prep Wednesday 22 February (Sorry for the delay in putting this up 5.30pm)**

Look at the following videos:

This is about brands:

[]

This is about the way that the world is changing. Consider this in terms of what we are talking about with regard to globalisation. (He speaks quickly and there's a lot to digest - good luck!)

[]

Here's another one...

[]

Try to answer this question. Which is the longest ship in Felixstowe Port right now? (The largest container port in England). Look for it using Google Earth or Google Maps. Then use this website to see the location of ships right now! (It's live)

[]

Type Felixstowe into Go to Area.

See what interesting things you can find on this site. You can click on a ship and see what route it has taken to get there for example.


 * 5C Prep Wednesday 8 February**

Look through Youtube for examples of industrial processes. You could search for assembly line, production line, Fordism, industrial robots, robots in manufacturing, etc. If you come up with an interesting example copy and past the URL into the aklgg webpage. Instruction of how to use it are on the aklgg.wikispaces.com page. PLEASE FOLLOW THE INSTRUCTIONS CAREFULLY AS USING IT WRONGLY CAN DELETE OTHER BOYS' WORK. (Although I can fix it later). Please note that any changes are logged to your IP address.

Visit: http://aklgg.wikispaces.com/


 * NB: The mock examination runs for 70 minutes. Section A is 45 minutes and Section B (Essay) is 25 minutes.**

http://www.smh.com.au/technology/technology-news/google-street-view-explores-japan-disaster-20111214-1otp0.html
 * TSUNAMI: Very interesting Google Earth Streetview project showing before and after tsunami**

Learn Global Locations from the Global Locations Booklet
 * 5C Geography Essay Tuesday 6 December 2011**

[|Global Location.pdf]

The main cause of disaster in the 2004 Indian Ocean Tsunami was poverty. To what extent is this true?
 * This week's prep: Geography Essay**


 * Geography Prep Wednesday 23 November**

Do some general research on the tsunami. Read broadly and deeply. If you find a location with good information, paste the link into a word processing document, and then add your initials after your entry. At the end of 20 minutes, copy and paste this work into the aklgg.wikispaces.com website. Remember to save your word-processing file.

If you are one of the first to do this, then come back to the site later to read through some of the material found by others.

If you have a problem with the wikispace, email me on akl@stpaulsschool.org.uk and I can restore it.

Here is your section pro forma:

[|CC11 Geography Blank.doc]


 * Tsunami**

1. Banda Aceh - the nature of the settlement (where is it, what's it like) James 2. Banda Aceh - the impact of the earthquake (damage, mortality etc) George 3. The epicentre of the earthquake - where it was, what happened there, where was it? Ethan 4. The focus of the earthquake - what happened under the sea? Where was it? (explanation and diagram) Carlo 5. The tsunami wave itself, size, speed, intensity (get a map) Max 6. Affected areas in indonesia Ben 7. Affected areas in India Oscar 8. Affected areas in Sri Lanka Hugo 9. Affected areas in Africa Gareth 10. What happened to the Andaman and Nicobar Islands (provide a map) Seb 11. What was the impact to ships and shipping? Zeki 12. What was the financial impact on Indonesia? Henry 13. Personal stories. Collect some personal stories of what happened. BT 14. How did the wave cause damage? Robert 15. How did people react to the wave? Alex 16. How did the warning system fail? What has been done to improve the system? Jamie 17. Create a list of internet links of animated imagery and rate the links (good, long, see bit at 1.14 for example) Nat 18. What time of day did the tsunami hit at different locations (make a map) Kabir 19. What lessons need to have been learnt from what happened. 20. Vital statistics: Make a fact page, time, date, intensity, duration, impact etc. Misha 21. Support and Aid: What did the world do to provide support and aid. William 22. Context: Create a table comparing this event to other comparable events. Lawrence 23.


 * Here is a tutorial I have put together to help to teach you how to write effectively.**




 * Here is the article I wrote for Geographical Magazine**


 * 5C Geography Prep Tuesday 2 November 2011**

Essay Question:

//The impact of an earthquake or a volcanic eruption is mainly determined by whether or not the event is in an MEDC or an LEDC. Discuss using examples.//

There will be a ten minute ten question requiz for boys who scored less than 15 in the quick quiz. This will be at the start of the lesson on Wednesday. This will be based on the same requirements as the last quick quiz.


 * Wednesday 12 October 2011**
 * There will be a lightweight quiz on this material after half term - just to see you've gone through them. 20 easy questions.**
 * This was set for prep during the week. This is based on the 4 sheets below.**


 * Other sheets for half term revision (these have been given in class).**


 * Volcano Types**


 * Here are some other notes that Mr Howe has provided. I will give you a paper copy in school.**

For those of you who need an updated and corrected earthquake sheet, here it is:
 * Geography Notes**

[|CC11 Earthquakes Geography Notes.pdf]

If you want a paper copy from me, please remind me next lesson.

Essay 2 Humans are responsible for deaths during earthquakes and volcanoes, not the earth. Discuss with reference to specific examples.
 * Geography Prep Wednesday 5 October 2011**

//Clue: This essay is about humans being responsible for deaths because they live in earthquake zones. If humans did not live near earthquake zones then there would be no deaths ... or would there? Is it easy to say that people should not live near earthquake zones, why do they live there after all? Use your textbook, the internet, and the case studies on thinkingeography.com to help you. Remember diagrams, maps and tables!, Pattern and Process. Good luck.//

//Due next Tuesday, but try to get it done tonight.// //Answers written directly into your books, not glued in on a sheet, unless you are a laptopper.//

There are four kinds of plate boundaries but by far the most dangerous to human life is the destructive (subduction) plate boundary. Do you agree? Discuss using examples.
 * Geography Prep Wednesday 28 September 2011**

//You don't have to agree with the statement, as you might reasonably feel that the conservative plate boundary is the most dangerous.// Use the help sheet in thinkingeography.com to help you. Use the I Say, I Say, Essay, sheet as a checklist. How many aspects of an essay can you cover? You can use information from your textbook, or research from the internet. Give references to where you found your information. Good luck. Any problems? Email me. Do it tonight. Answer in your Geography book. Handwritten please.

Draw 2D versions of the 4 plate boundary maps in your text book. Personalise these diagrams so that they include specific location elements from the examples that are cited in the textbook as discussed in class. For example, for the conservative plate boundary add Los Angeles and San Francisco onto the diagram. (You might need to use an atlas or the internet to get the location details of these places). You do not need to be totally accurate, but do the best you can.
 * Geography Prep Wednesday 21 September 2011**

Make sure each diagram is neatly and fully labelled and clearly drawn.

1. Your book should be covered by the time you hand in this prep. 2. the world map provided (copy provided below) put in the plate boundaries and their names from page 80 in the Cambridge book. (Click on the image to download). 3. Prep is due in next lesson as it always is unless told otherwise. 4. Can't do your prep, see me before the lesson or email me. 5. Always read your prep right to the end! - Well done in class today. Concentration and focus was trending up!
 * Geography Prep Wednesday 14 September 2011**




 * Geography Prep Wednesday 7 September 2011**

Cover your book with maps, pictures, and then sticky plastic. In class I said this was not mandatory, but I think it is a good discipline, so you can do this over the next couple of weeks (but best done sooner rather than later!).

Your prep, is below. Prep is always due next lesson unless indicated otherwise.

There are many different versions of diagrams showing the structure of the earth.

Here are three. Put the information from all three into one diagram trying to not make it too cluttered. Some of the diagrams have slightly differing measures, the distances are just approximate and vary throughout the planet.





Under the diagram, write this:

The structure of the Earth is layered. These layers can be defined by either their compositional (chemical) or their mechanical properties. The Earth has a solid crust, a highly viscous mantle, a liquid outer core that is much less viscous than the mantle and a solid inner core.

Scientific understanding of Earth's internal structure is based on: - observations of the landscape, - observations of rock outcrops, - samples brought to the surface from greater depths by volcanic activity, - analysis of the seismic waves that pass through the Earth, - and measurements of the gravity field of the Earth.