GAUTENG PROVINCE SOLID AFRICAINTRODUCTION AND PURPOSE OF THE RELAB (REMOTE LEARNING ACTIVITY BOOKLET) The pandemic has forced schools to resort to the implementation of rotational timetables-where leamers who ate at home during normal schooling must continue learning. Hence RELAB as a strategy towards the deployment of remote learning. The RELAB is underpinned by the following Legislative demands: a) Responding to GDE Strategic goal 2 promoting quality education across all classrooms and schools b) DBE Circular $13 of 2020 the requires the GDE to support the implementation of the Recovery Annual Teaching Plan (RATP) ©) GDE Circular 11 of 2020 requiring districts to issue Leaming Activity Packs to support schools for lockdown leaming. Understanding learning constraints at home as majority of learners do not have access to devices or data to use for online learning. Many households are depending on schools to provide them with learning resources packs RELAB is designed in a study guide format, where the content is briefly explained with related concepts as revision, in the form of e.g. notes, mind-maps, concept progression from the previous grade/s followed by exemplar exercises then practice exercises/problems . The exercises are pitched at different cognitive levels to expose learners at Grade 10 & 11 to these different cognitive levels of questioning. The NSC diagnostic reports in different subjects have revealed that learners fail to analyse questions and as a result fail to respond accordingly. ‘The RELAB js intended to ensure that learners work on exercises as per topics taught while at school. These exercises must be completed at home, fully and learners will receive feedback as groups or individually at school. It is therefore of paramount importance that teachers mark the work with learners in class, as a way of providing feedback. Educators must diagnose learner responses, remediate where necessary and plan further intervention. Educators are encouraged to create WhatsApp groups to remind learners on what is expected of them in a particular week! day(s). There shouldn't be a backlog on curriculum coverage as content will be covered simultaneously. Feedback from learners at home will confirm usage of the RELAB material. RELAB further prepares learners for formal assessmentTABLE OF CONTENTS ONE CLIMATE AND WEATHER Mind Map 1 Terminology Earth's energy balance Activities Worlds ocean currents 2 Activity Global Air Circulation 3 Pressure belts Pressure Gradient, Coriolis Force, Geostrophic wind Tri-cellular model 4 Activities 16-18 Global winds and Air masses 19 Activities 20 Regional Winds: 5 Monsoon winds a Féhn Winds 22 Activities, 23-24 Africa's weather and climate 25 Activities 26 EINino and La Lan Nina 27-28 6 Activities 29 Synoptic Weather Map 30 Activities 33 7 Drought and Decertification 34-35 Activities 36-37 Two GEOMORPHOLOGY 1 Mind Map 38 Terminology 39-40 Topography associated with Horizontal Strata a 283 Scarp retreat 42 Activities 43-45 4 | Topography associated with Inclined Strata 46-47 Activities 44-9 586 | Topography associated with Igneous Strata 50 Activities 51-53 7 | Slopes 54 Activities 55:571 | Mind Map 62 Terminology 63-67 Activities 68 - The Concept of development 69-70 283 | Activities TIT Frameworks for Development 78-79 Activities 80 4 | Trade and Development 81-83 Activities 84-86 Globalisation 87 -89 Activities 90-93 586 | Development issues and Challenges 94 Activities 95 - 98 7 | Role of Development Aid 99-102 Activities 103-107 1 | Mind map — Resources 108 Concepts - 109-110 2&3 | Using resources 117 Activities 112 Conventional energy sources 113 Activities 114-118 4 | Non-conventional energy sources 119 Activities 120-123,THE ATMOSPHERE GRADE 11: TERM 1TERMINOLOGY Incoming solar radiation Movement of the Earth in an orbit around the sun. ‘These are lines on a map joining places of equal temperature is an isotherm joining places that have the highest temperature at a particular time Itis experienced in midsummer 21 December when days are longer and shorter night Mid-autumn days falls on 21March when there's equal length of day and night Midwinter days falls on 21 June when days are shorter, and nights are longer. Midspring days falls on 23 September both day and night are of equal length Itis the radiant energy produced by the sun with wavelength ranging from infrared through visible to ultraviolet Itis electromagnetic radiation of wavelengths emitted from earth and its atmosphere out to space in the form of thermal radiation Is the condition where the total thermal radiation leaving an object is equal to the total thermal radiation entering it Process by which energy in the form electromagnetic radiation is emitted by a heated surface in all directions Is the weight of the atmosphere on the surface of the Earth Moving apart Coming together ‘Temperature at which water vapour starts to condense The zone where the two sets of tropical easterlies converge The front between the cold air and warmer air masses which meet at 60 north and south Zone where two air masses of different temperatures meet Moving air that blows from high pressure to low pressure The amount of change in atmospheric pressure between high- and low- pressure areas: Pressure gradient force causes the air to move from a high-pressure area towards a low-pressure area along the pressure gradient Lines joining places with the same atmospheric pressure. ‘The force which deflects winds due to the earth's rotation It states that because of the Coriolis force, the winds are deflected to their left in the southern hemisphere and to right in the northern hemisphere Theoretical wind that would result from an exact balance between Coriolis Force and the Pressure Gradient Force. Conkition of the atmosphere where there is a balance between Coriolis, Force and the Pressure Gradient ForceContact with land or sea Surface that slows down air movement Major winds which blow all year round over large expanses of the Earth's surface A large volume of air with similar temperature, atmospheric pressure and humidity A seasonal wind that blows in Tropical regions ‘A warm dry wind that descends the leeward side of a mountain The side of a mountain where winds descends and warm up The side of a mountain where winds rise and cool down The rate at which temperature changes in the atmosphere with change in height the rate at which the temperature of dry (unsaturated) air descends with an increase height (1C per 100 metres) the rate at which the temperature of saturated air (in which moisture has started to condense) decreases with an increase in height (averaging 0.5 per 100 metres) difference between summer and winter temperatures winds that blow most often Winds that blow from the ocean towards the land Climate change brought by warmer conditions in the Pacific Ocean Change conditions brought about by cooler conditions in the Pacific Ocean ‘A map showing weather conditions for a particular time on a particular day High pressure extending outwards to lower pressure low pressure extending outwards to higher pressure ‘A long period with little or no rai ‘The process whereby once fertile areas become increasingly more arid dryWEEK 1 ; EARTH'S ENERGY BALANCE '* _Insolation: incoming solar radiation heats | Amount of insolation which reaches the earth's surface the earth's atmosphere is determined by: ‘+ Terrestrial radiation: heat given off by the 1. Latitudinal temperature differences heated surface of the earth 2. Seasonal temperature dif A - Direct sunrays on the equator More heat on a smaller surface area of the earth © Therefore Hotter B- Less direct sunrays further towards the poles + Less energy as a bigger surface of the earth is, heated * Therefore Cooler ‘+ Earth's axis is an imaginary line between the North and South Poles ‘+ Earth rotation is 24 hours — And result in Day and night + Day and night are 12 hours long each q SE scan tne OR quoces supplied in the ESE! summaries to see videos on the topic. Earth’s axis is at an angle of 237° to the vertical Different parts of the earth are tilted towards the sun This causes unequal lengths of day and night ‘+ Ittakes 365°/4 days or one year to complete one revolution and results in seasons ‘Summer Winter ‘Areas towards the sun | Areas away from the sun ee. ‘© Longerdays, —|o Shorter days, longer nights shorter nights |o Less insolation ~>——__] More insolation |o Cooler Hotter ae ‘Warm currents Cold currents BI Originate at the Originate at the poles | equator Flow along the east | Flow along the west coasts of continents | coasts of continents towards the poles —_| towards the equator https://youtu.be/-DiREsIDPNY Direction of flowACTIVITIES: THE EARTH'S ENERGY BALANCE 1.1 Refer to FIGURE 1.1, illustrating the movement of the warm and cold ocean currents. == Movernent of warm and cold currents 1.1.1. What is an ocean current? (1x1) 1.1.2 Coriolis force is one reason for the development of ocean currents. Provide TWO other reasons. (2x1) 1.1.3. How does Coriolis force influence the movement of ocean? currents? (1x2) 1.1.4 Explain how current A will influence the weather of the nearby eastern coastal regions of Africa (2x2) 1.1.5 Refer to the movement of the warm and cold currents. (2) Whatis the climatological importance of the movement of the warm and cold currents? (1 x 2) (b) Explain how this circular movement of the warm and cold currents stays connected. (2x2) (1) (2) (2) (4) (2) (4) 1.2 FIGURE 1.2 illustrates the position of the sun across the sky at two different places in the southern hemisphere. 1.24 1.2.2 1.23 1.24 1.25 Define the term insolation. (1x1) The amount of insolation is dependent on latitude and the seasons. List which ONE of the factors is illustrated in FIGURE 1.2. (1x1) State the factor in FIGURE 1.2 that determines the amount of insolation that the surface of the earth receives. (1x4) Name the heat zone of the earth that would be represented byX. (1x1) In FIGURE 1.2 B the sun is not directly overhead and strikes the earth at an angle that is smaller than 90°. Explain how this will result in less radiation at point Y. (2x2) (1) (1) (1) a) (4) 101.3 Referto the diagram, FIGURE 1.3 showing the incoming solar radiation that strikes: the earth's curved surface at various angles. Choose the correct term between brackets to make the following statements true. EE fete 1.3.1. The sun's rays entering the atmosphere is called (insolation/radiation). 1.3.2 Albedo refers to the amount of insolation (reflected/absorbed) by the earth’s surface. 1.3.3. At the (equinoxes/equator), day and night are of equal length everywhere on Earth. 1.3.4 Temperature (increases/decreases) with altitude. 1.3.5. The thermal equator is further north in (December/June). 1.3.6 The atmosphere is heated more directly by (terrestrial radiation/solar radiation). 1.3.7 The amount of solar energy received at the surface of Earth is, (lowest/greatest) when the sun is directly overhead at noon. (7x1) (7) 11WEEK 2 : WORLDS OCEAN CURRENTS AND WIND ‘What does it look like? What is the role of ocean currents and winds in transferring heat? + Radiant energy enters the atmosphere from the sun ‘+ This energy is reflected, adsorbed and scattered throughout the atmosphere and across the earth’s surface, but it is not evenly distributed ‘+ The system stays balanced because temperature differences create winds and ‘ocean currents that transfers heat around the globe, which helps to balance out uneven distribution of insolation E a m 3 A ‘+ Global winds systems and ocean currents act together to transfer energy and produce the climate matters we experience on earth. 5 Ey 5 = woto es 8 estrone @ 2‘ACTIVITIES: OCEAN CURRENTS AND WIND belt. Identify the ocean current that flows along the west coast of Africa. along the west coast of Africa between the oceans and climate. (1x2) Explain the influence of the ocean current identified in QUESTION 2.1 on areas (2x2) Write a paragraph (approximately EIGHT lines) in which you discuss the relationship (4x2) 2.1. Refer to FIGURE 2.1, a map showing ocean currents and the creation of the Global Conveyor (2) (4) (8) 2BWEEK 3 : GLOBAL AIR CIRCULATION IMPORTANCE OF HIGH- AND LOW-PRESSURE CELLS: ‘The unequal heating of the atmosphere results in the development of high- and low-pressure cells. Its important that you know the characteristics of High- and Low-pressure cells + Airsubsides (decend) ‘© Airascends (rises) ‘+ Air Diverge at the centre ‘+ Air converges at the centre © Clearidry skies ‘+ Condesation takes place ‘+ No release of latent heat ‘+ Latent heat is released during + No cloud formation condensation + Oval shaped isobars ‘+ Clouds form and recipitation ocours + Aircirculates in an anticlockwise | * Circular shaped isobars rotation ‘+ Aircirculates in a clockwise ‘A\so kow as an anticyclone Isobar values increase towards the centre of the low pressure * Also called an Anticyclones Forms: = South Atlantic Anticyclone = South Indian Anticycione. - Kalahari Anticycione rotation ‘Also kow as a cyclone Isobar values decrease towards the centre of the low pressure Also called a Cyclone Forms: = Coastal low + Mid-Latitude cyclones = Tropical cyclones Wind moves from a HP to a LP on the surface of the Earth. 14WEEK 3: WORLD PRESSURE BELTS IMPORTANCE OF THE PRESSURE BELTS: The development of High- and Low-pressure cells results in the development of the pressure belts at different latitudes because of pressure gradient and Coriolis force that have an impact on the global circulation of the atmosphere. CARACTERISTICS OF THE PRESSURE BELTS PRESSURE Polar high pressure BELTS Subpolar low pressure Polar high at 90° Nand S a | ‘Associated with cold, dense air which subsides over the poles. Stable, clear and cold conditions prevail ‘Subtropical high pressure Sub-polar Low at 60° Nand S + Arregion of low pressure associated with the convergence of two different air masses. + The air is forced to rise. This creates a low-pressure area. Also called the polar front and this is where mid-latitude cyclones originate. Sub-tropical High at 30°N and S A region of high pressure associated with subsiding air The descending air is warm and dry. Deserts form in these regions. Associated with clear skies and low rainfall A region of high pressure associated with subsiding air. Associated with clear skies and low rainfall. Equatori: Subpolarlowpressure | at ge Polar sh pressure Source: https:/ivww. 40knots.net/what-are-the- trade-winds/ ‘iso called the inter-tropical convergence zone (ITCZ) where maximum heating takes place. Hot air rises creating a low-pressure area at the surface. The rising air is moisture laden. Associated with convergence thunderstorms and high rainfall. Confluence of NE trade winds and SE trade winds at 5° North and South results in the development of Tropical cyclones. 15THE RELATIONSHIP BETWEEN AIR TEMPERATURE, AIR PRESSURE AND WIND PRESSURE GRADIENT GEOSTROPHIC AIR FLOW Force that influence how strong of gentle a wind blow CORIOLIS FORCE Force that influence the di wind blows When. \5 Low pressure High pressure a? ‘Atmospheric pressure is pressure exerted by the atmosphere on earth, Pressure gradient describes the direction and rate of change experienced by the atmospheric pressure from a HP place to a LP. If the change in pressure between a HP and LP is, reat, it will have a steep pressure gradient, isobars will be drawn close together. It the change between a HP and LP is small the pressure gradient will be gentle, and the isobars will be further apart, The stronger the pressure gradient the high the winds ch2veRVi + Coriolis force is caused by the rotation of the earth, this force changes the direction of air movement. ‘+ Air moving in the northern hemisphere will be deflected to the right, and air moving in the southern hemisphere will be detlected to the left. (Ferrell's law) * Coriolis force mainly affects air and water, the force gets stronger as you ascend from the surface as there is less friction Its the theoretical wind that would result from an exact balance between the Coriolis force and the pressure gradient force ‘+ This condition is called the geostrophic balance ‘+ Geostrophic wind blows parallel to isobars ‘+ First air moves from high to low pressure, the Coriolis force deflects the wind, speed increases and so does the deflection ‘+ Geostrophic balance is reached, and air moves parallel to the isobars ‘+ Friction slows the flow of air and the effect of Coriolis force htps:/www. youtube. com/watch?v=hZRo3E@dBw0 ttps:/wwrw,youtube.com/watch?v=X_ ivXm7EQPO. 16WEEK 4: TRI-CELLULAR MODEL Wind is moving air ‘+ Wind that blows from tropical zones towards a cooler zone will transfer heat energy and warm that cooler zone. ‘+ Wind that blows from polar regions towards warmer regions it will cool the region down. + Winds restore the energy balance over the Earth's surface. © Tropical easterlies biow from subtropical HP towards the equatorial LP. They bring cooler temps. ‘© Westerlies blow from subtropical HP to subpolar LP, bringing warm temps. © Polar easterlies blow from polar HP to subpolar LP, they bring cool temps. The movement of air around the planet | 1. HADLEY CELLS through 3 main circulations per ‘+ These cells are found at the equator, air is heated hemisphere: and ascends vertically. 1. Hadley coll ‘© As the air ascends it will reach the top of the 2. Ferrell cell troposphere and diverge towards the poles. 3. Polar cell + Ataround 30° north & south of the equators, the air has lost heat and sinks creating a stable, high pressure zone (Sub-tropical high-pressure belt) ‘+The air then diverges at the surface and flows towards the equator ‘+ Tropical easterties occur in the Hadley cell can flow from east to west, this helps pull the diverging air at the sub-tropics back towards the equator. 2. FERREL CELLS ‘+ The weakest cell is called the Ferrell cell, its situated from 30° to 60° north and south of the equator. ‘+ Atthe northem most edge, warm ait moving out of the tropics collides with cool air from the poles. creating a Polar Front. ‘+ Warmer more moist air pushed by the subtropical ‘westerly's overrides the cooler, dryer air drawn down by the polar easterlies. ‘+ This creates an area of low pressure named the sub- polar low. ‘+The sporadic mixing of these air 2 air masses is responsible for the formation of a mid-latitude cyctone and account for the Capes frontal rainfall in winter. 3. POLAR CELLS ‘+ Airat the poles is cold and sinks due to its greater density. ‘+ The polar easterlies push the cold, dry sinking air back towards the polar front. It then collides with the arriving subtropical air. ‘Some of the air is pulled back towards the poles to hi PDE complete the polar cell and the remaining air be ee sucked back into the Ferrell cell and make its way back to the equator. 73:1 Refer to FIGURE 3.1 showing the relationship between air pressure and wind. Choose ONE term in brackets to make each of the following statements true. 3.2 Study FIGURE 3.2, showing the development of a geostrophic wind FIGURE 14: GEOSTROPHIC FLOW Fiore 22 cos POF- Presa grant Steep pressure grant Gente re ssureoraciont or ina sa ne 8 cr-corotis Force Por Awd | oe oN A Nor Por Arvind ts a Bor bot. soos a TEE a 3.1.1 We measure air pressure in (hectopascals/degrees). 3.2.1 Name the force that is caused by the rotation of the earth. (1x1) (1) 3.1.2 Lines joining places of equal pressure are known as 3.2.2 What is the initial movement of air in a northern direction? (isotherms/isobars). (1x1) (1) 3.1.3 The difference in pressure between two places is knownas | 3.2.3 Provide the wind direction at A. (1x1) (1) the (pressure gradient force/pressure force). 3.1.4 Winds always blow from a (low/high) pressure to (high/low) —_| 3.2.4 _In which hemisphere is this geostrophic wind developing? pressure. Provide a reason for your answer. (142) Q) 3 The isobaric interval on in the sketch is (four/eight) 3.2.5 The wind at B is geostrophic. Substantiate this statement. hectopascals. (1x2) (2) 3.1.6 Airthat subsides on the surface of the earth creates 3.2.6 Ina paragraph of approximately EIGHT lines, explain how high pressure, and so (convergence/divergence) takes. the geostrophic wind develops. (4x2) (8) place. (7x1) (2) 183.3 Use the information in FIGURE 3.3 showing global air circulation and answer the questions that follow, }0°N: a aN 3 3.4 Study FIGURE 3.4, showing global air circulation. CLOUDS Ac- Aocumulus cl - Chrus Gb: Comotonimbas Gu Comes 3.4.1 Name the atmospheric cells A and B respectively. (2x1) (2) 3.4.2 Provide ONE characteristic of cell A. (1x2) 2) 3.3.1. Name the air pressure belt at A (1x4) (1) [3.4.3 Suggest ONE reason why the southern hemisphere would be experiencing winter on the sketch, (1x2) (2) 3.3.2. Identify the wind belt at B. (1x1) (1) 13.4.4 Refer to wind belts C and D. (a) Name the wind belt that the arrows C and D indicate. (1x1) (1) 3.3.3 Explain why the wind at B moves in a westerly direction (b) Explain why there is a difference in direction between (1x2) @) the winds at C and D. (1x2) (2) 3.3.4 Explain the role of the winds at B in the development of the 3.4.5 Referto zone F. cumulonimbus clouds. (2x2) (4) {a) Identity the zone at F. (x1) (1) 3.3.5 Ina paragraph of approximately EIGHT lines discuss how the (b) Describe how this zone at F causes the heavy clouds in air circulation cell at C developed. (4x2) (8) the atmosphere above it. (2x2) (4) 193.5 Select the correct term/concept in brackets. Write only the 3.5.1 Global air circulation is the (large/small) scale circulation of air across the globe. 3.5.2. The Inter-Tropical convergence zone is found along the (Sub-tropical high/Equatorial low) pressure bet 3.5.3 Trade winds are winds that blow from the sub-tropical high- pressure systems north and south of the equator towards, the (equatorial low/polar high) pressure system. 3.5.4 The sub-tropical high-pressure zone is commonly referred to as (doldrums/conundrums) 3.5.5 A polar high-pressure result from cool descending air that forms a series of high pressures at the (poles/polar front) 3.5.6 Horse latitudes are commonly referred to as an area of (calm/unstable) weather conditions, 3.5.7 The planetary wind model refers to circulation that results from ait movements from the (equator to the poles/poles to the equator) (7x1) (7) 3.6 Study the FIGURE 3.6 below and then answer the questions that follow. 3.6.1 What is pressure gradient force? (1x1) (1) 3.6.2 Label A and B as either strong or weak pressure gradient force. 2x1) 2) 3.6.3. Which pressure systems are associated with weak pressure and stronger pressure gradient force respectively? (2x2) (4) 3.6.4 Distinguish between a strong pressure gradient force and a weak pressure gradient force. (2x2) (4) 3.6.5 Describe the relationship between wind speed and pressure gradient force. (2x2) (4) 20WEEK 4: GLOBAL WINDS AND AIR MASSES PLANETARY WINDS CHARACTERISTICS OF AIR MASSES Polar easterios Polar high They blow all year round They don't blow directly north-south or south-north They are deflected to the left or right because of Coriolis force Between 90" and 60° N/S are cold polar easterlies Between 60’ and 30°N/S are the warm westerlies Between the 30’and 5° N/S are the Tropical easterlies / Trade winds Land and sea heat and coo! differently Land masses heats up quickly in summer, therefore a low pressure develop over the land, on the other hand the ocean remains cooler so higher pressures are found over the oceans Pressure pattern thus become circular rather than continuous ‘An air mass is a large (usually thousands of miles across) volume of air that has horizontally uniform properties in terms of temperature, and to a lesser extent humidity Air masses form in area called source regions. The air mass takes on the properties of the source region. Polar air masses become very cold, especially in the winter, because relatively little sunlight shines on the poles Continental polar” air mass will be somewhat colder and less humid (from being over very cold land) than a "maritime polar” air mass "tropical maritime” air mass will be very warm and humid. Fronts are the boundaries between air masses of different temperature. WARM AIR MASS: COLD AIR MASS: Less dense + Heavy Associated with formation of | + More dense rainfall + Associated with dry Has high moisture content conditions, Rising + Less ability to hold moisture + Sinking 21ACTIVITIES: WINDS AND AIR MASSES 415 41.6 4.1 Refer to the diagram above Provide labels for the planetary wind labelled B and C. (2x1) What is the name of the zone where the planetary wind B converge with wind C ? (1x1) Identity the wind labelled G which occurs between 0° — ‘30° north and south of the equator. (1x1) ‘The area near the equator where the winds die out is referred to as the ... (1x4) Winds associated with the ITCZ are ... (1x1) A force that influences the speed of winds is called the ... (1x1) Air rises at the equator and sinks at the poles due to .. (1x1) (2) (1) (1) (1) (1) a a) 42 Use the information presented above on-Air masses to answer the following questions’ 424 422 423 424 425 Explain the meaning of the term air mass. (1x1) ‘What is the name of the zone where two different air masses meet? (1x2) Name the TWO air masses that converge at 60° line of latitude. (2x1) What happens to the warm air mass when it converges with the cold air mass? (ax 2) Briefly describe the weather condition that will prevail when the 2 air masses converge. (2x2) (1) (2) (2) (4) (4) 22WEEK 5 : REGIONAL WINDS: MONSOON ‘Seasonal winds in tropical regions Regions affected: northern Australia, Africa, South America, USA Mostly known in India SUMMER MONTHS: Hot land surfaces cause rising air and thus a low pressure Over the ocean temperatures are not as warm and result in a higher pressure Warm, moist winds blow onshore from the ocean towards the land mass. Resultant weather: Humid winds blow onto the land from the Indian Ocean. WINTER MONTHS Cold winter temperatures cause strong subsiding air ‘Subsiding air is stable high-pressure area over the continent. ‘A low pressure develops over the ocean. Cool, dry winds blow offshore from the interior towards the low- pressure region over the ocean. Resultant weather: Dry winds with very litle rainfall Flooding impact humans, environment and economy Humans: drowning, iliness e.g. cholera, destruction of homes. Environment: damage crops, mudslides, pollute water Economy: Damage infrastructure, loss of production > Diy conditions with limited rainfall men https:/lyoutu.be/Fo8nlearLZQ Bex im 23REGIONAL WINDS: FOHN WINDS DIAGRAMS CROSS SECTION Local topography (mountains) can influence small-scale wind systems. FOHN winds arise because of humid airflow over a mountain range. ‘As a result of the adiabatic cooling of the air, part of the water condenses leads to the formation of clouds and rain on the wind side of the mountain. ‘As the wind descends on the other side of the mountain, adiabatic heating takes place and the wind is warm and dry on the lee side of the mountain, The dry adiabatic lapse rate has a value of about 1°C per 100 m of vertical rise Wet adiabatic laps rate: 0.5°C per 100 m of vertical rise The Foehn, Chinook and Berg winds form because of adiabatic heating CHARACTERISTICS © countries to the north of the European FOHN WINDS warm, dry winds that blow across (Switzerland and Germany). interior west of North America and Canada CHINOOK BERGWINDS othe hot, dry and gusty winds © asair descend the escarpment in winter co South Africa 24'5.1 Study the sketch, FIGURE 5.1, which indicates the development of Féhn winds. Choose the correct answer between brackets to make the statement true, Write ONLY the correct answer next to the question number (5.1.1 to 5.1.7), for e.g. 5.1.8 climatology Feu 2: FOAM OS 5.2 FIGURE 5.2 is a representation of monsoon conditions over the sub- continent of India. FIOURE 23: MONSOON CONOTIONS OVER NDUA Sommer ae Ta, Wanker 5.1.1 The descending air at A is on the (windward/leeward) side of the | 5.2.1. Whats the ITCZ? (1x1) (1) mountain. 5.2.2 Explain how the ITCZ plays a role in the formation of 5.1.2 The lapse rate at B is called the (wet adiabatic/dry adiabatic) monsoon conditions over India (2x2) (4) lapse rate. 5.2.3 Why does the wind at A change direction from south east 5.1.3. The lapse rate at C is (0,5 °C per 100 m/1 °C per 100 m). to south west? (2x2) (4) 5.1.4 The dew point temperature is reached at approximately (500 | 5.2.4 Comment on the fact that the summer monsoon is both a mm/800 m), blessing and a curse for the people of India. (3x2) (6) 5.1.5 The air temperature at D will be (16 °C/18 °C), 5.1.6 The continent where the Féhn wind ocours is (North ‘America/Europe). 5.1.7 Asimilar type of wind as the one at A occurs on the coastal regions of South Africa and is called a (berg wind/chinook), (7x1) (7) 2553 FIGURE 5.3 shows the development of a fohn wind. i ae sccemslation of lone ‘Study FIGURE 5.4 A and 5.4 B below, before answering the questions below: | 5.3.1 Identify X and Y as either the leeward slope or the windward 5.4.1. Name the in-blowing winds over India in FIGURE 5.4 A. slope of the Alps. (2x1) (2) (1x2) (2) 5.3.2. Why does the air rise at X? (1x1) (1) [5.4.2 Which season is depicted in FIGURE 5.4 B? (1x2) (2) 5.3.3. What happens to the temperature of air as it rises at X? 5.4.3 Where, in diagram A or B, would you predict heavy rain to (xt) (1) fall over India? Explain your prediction. (x2) (6) 5.3.4 Explain why precipitation occurs on slope X only and not 5.4.4 Provide ONE positive and ONE negative impact of this slope Y. (2x2) (4) heavy rain over India. (2x2) (4) 5.3.5 Even though places P and Q are situated at the same altitude, it is much warmer at Q. Explain why this is the case. (2x2) (4) 5.3.6 Mention ONE way in which people living at Q will be affected by the change in the local weather because of the ohn wind, (1x2) (2) 26WEEK 5 : AFRICA’S WEATHER AND CLIMATE ‘SEASONAL CHANGES: Places closest to the equator |* Convection currents are created when hot J+ Places close to the equator experience hot is hotter air expands and rises temperatures and rain all year round Places further away from the |* Rising air cools, condensation occurs, and ‘When moving further from the equator the difference ‘equator is cooler Convection rain occurs. in the temperatures of summer and winter become greater. Parts of East Africa is above 1000m above sea level * Air rises a mountain, cools and condenses because temperature resulting in Orographic rain decreases with altitude ‘Areas closer tothe ocean |e Places closest to the ocean have more rain has moderate temperatures. More rain on the East coast because of the E.g. Durban and Cape Town | — warm Agulhas ocean current ‘Areas further from the ocean |* Less rain on the West coast because of the have a big difference cold Benguela ocean current between winter and summer temperatures. E.g. Pretoria ‘Ocean currents influence the |__ EAST COAST WEST COAST weather of the coastal areas. |* warm Agulhas |» cold Benguela Due to evaporation from the |* Air above warmer |+ Air above cold ‘oceans, the winds blowing ‘ocean currents is | ocean currents from the sea to the carry warmer, moister holds little moisture, (Onshore winds) | — and therefore is moisture, therefore to coastal areas. more likely to bring | areas washed by Any moisture in the air rain old currents are condenses to form either drier mist or fog, https:/lyoutu.be/Xpbhd3GSEVw 2ACTIVITIES: AFRICA’S WEATHER AND CLIMATE. 6.1 Study the table below and answer that questions that follow: 644 612 613 TOWN MAXIMUM MINIMUM TEMPERATUE (°¢ TEMPEARTURE (°C) Pretoria 24 4 Johannesburg 24 3 Nelspruit/Mbombela__| 30 9 Polokwane 25 5 Mafikeng 24 6 Bloemfontein 24 3 Kimberley 21 6 Cape Town 19 12 East London 25 13 Durban 25 10 Which city has the greatest temperature range? (1x 1) In which province would you find the city with the highest temperature range? (1x1) ‘What was the temperature range in Pretoria on the given day? (1x1) ‘What was the temperature range in Durban on the given day? (1x4) (1) (1) (1) '5.6 Refer to Figure 5.6 indicating the role of oceans in climate control in| Africa and answer the questions that fallow: we 2 we w= South Africa 2 6.24 6.22 623 624 28 Name the ocean on Africa's west coast and the ocean on Africa's east coast. (2x1) Name the cold ocean current that flows along the west coast of Africa, (1x2) Explain why Pretoria has a large seasonal range in temperature (1x2) Explain how the ocean current mentioned in QUESTION 6.2.2 influence the temperature and rainfall of the land masses along which it flows. (2x 2) (2) (2) 2) (4)6.1.5 Explain why there is such a big difference in the 6.2.5 Account for the warm temperature, small seasonal temperature range between Pretoria and Durban. (2x 2) (4) temperature range and high rainfall in Durban. (3x2). (6) ELNINO AND LA NINA - (Basic knowledge: link to the weather conditions: jt for exam purposes) Changes in temperature of the oceans affect atmospheric circulation & rainfall patterns: This has a major impact on climates in many parts of the world. EI Nino & La Nina events are weather patterns, which cause short term climate change for Africa The process of El Nino and La Nina + EINino is characterized by WARMER temps in the central & eastern Pacific Ocean - hotter drier conditions in parts of Africa, + LaNina is characterized by COOLER temps in the central & eastem Pacific Ocean - cooler and wetter conditions in parts of Africa NORMAL PACIFIC CONDITIONS: EL NINO CONDITIONS LA NINA CONDITIONS 29Circulation over the Pacific Ocean results in tropical easterly winds blowing across the ocean in a westerly direction. J+ These easterly winds drag warm surface water westwards towards SE Asia }+ Deeper, cooler water replaces the displaced water on the eastern side (S. America) causing upwelling, }+ Warm temps over the western Pacific causes a LP and air will rise, this results in moist air creating clouds and rainfall over SE Asia and Australia, |+ Dry conditions exist over the west coast of S ‘America, due to a HP and subsiding air EINino occurs when the trade winds weaken. ‘+ The movement of warm surface water stops moving westward, ‘+The pooled warm water off Asia and Australia, starts to move back towards the east and ‘South America. ‘+ This process reverses the LP off Asia and the HP off S America, ‘+The upwelling of displaced water stops off the ‘South American coast. ‘+ South America will experience warmer conditions with rain as possible flooding ‘+ Asia and Australia will experience cooler, drier conditions with possibilities of draught and wildfires Strong trade winds blow surface water towards east, creating colder surface temperatures off South American coast. We get strong upwelling, EL NINO AND LA NINA EFFECTS ON AFRICA, EI Nina results in warmer, drier conditions with drought over Africa (poor effect on African economy = less agriculture) La Nina results in cooler, wetter conditions over Africa (better for the African economy = full damss/ water for farming, but floods are possible which can also result in flooding and damage) EL NINO AND LA NINA EFFECTS ON AFRICA’S WEATHER 1. Water resources — Africa's rainfall is not consistent, during El Nino, there is a reduction in rainfall leading to drought, during La Nina, Africa get more than average rainfall which may cause flooding. 2. Health — El Nino allows for the spreading of diseases like malaria, as the mosquitoes can move into previously unsuitable areas. 3. Agriculture — El Nino causes drought subsistence farmers battle to supply food to their families, commercial farmers gain lower yields for export. 4, The coastal zone — as temps rise, oceans expand in volume, cause a rise in sea level which could threaten infrastructure and homes. 30EL NINO. LANINA. ‘Monitoring of the weater conditions ‘Store water in reservoirs to use in El Nino conditions, Plant drought resistend crops that need less water Educate people on how to use water wisely Use grey water for irrigation Strict regulations on water usage ‘Monitoring of weather conditions Regulate dam levels when high rainfall is expected Educate people on how to prepare for high rainfall and flooding ‘+ Introduce buffering next to rivers to prevent development on the floodplain 7.1 FIGURE 7.1 is a cartoonist’s impression of the atmospheric conditions regarding the El-Nifio occurrence. Refer to the images to answer the following questions. 7.1.4. Name the global winds represented by the blowing of the person in the sketch (1x4) (1) 7.2 Refer to FIGURE 7.2, which represents the development of El Nifio conditions. Choose a letter from the figure that best describes the statements below. Each letter/description refers to the processes in the development of the El Nifio event. 7.2.1 _ Rising air and rainfall occurs over the central Pacific Ocean 72.2 31TAA Explain the role that these winds (answer to QUESTION 7.2.1) play in the development of the El-Nifio occurrence. (2x2) (4) Discuss how the shifting of the clouds influences the farming activities in countries like Australia and Indonesia around A. (1x2) (2) In a paragraph of approximately EIGHT lines, evaluate the impact of the El Nino conditions on the farming activities in South Africa. (4x2) (8) 72.3 724 72.5 72.6 727 The continent where the fishing industry is negatively affected by these conditions During EI Nifio years the tropical easterlies become weaker The Walker circulation is disturbed during El Nifio years Descending, dry air occurs on the eastern parts of Australia Upwelling in the eastern Pacific Ocean decreases Warm air that usually converges over the Western Pacific Ocean now converges over the Central and Eastern Pacific Ocean during El Nino years (7x1) (7) TOPIC: SYNOPTIC WEATHER MAP WEATHER SYMBOLS: DIAGRAM PRESIPITATION ‘Summer and winter conditions: Identify by looking at the temperature of places on the map and the position of the pressure system Weather symbols: Represent weather conditions at a particular place. ‘Standard symbols are used to represent information about each of the weather elements 32CLOUDCOVER 2@SCS69950 ll Il. WIND DIRECTION el!ACTIVITIES: SYNOPTIC WEATHER MAPS: 8.1 Refer to the synoptic weather map, FIGURE 8.1, dated 13 June 2013. Use the synoptic ‘weather map to answer the questions below. 8.1.1. Give the correct terms for the features labelled A to G on the synoptic weather map. (7x1) 8.1.2 Use the station model to describe the weather at station Z in terms of the following: (a) Wind direction (b) Wind speed (0) Cloud cover () air temperature (e) dew point temperature (8x1) 8.1.3 (a) State the season represented by the synoptic weather map. (1x2) (b) Provide THREE suitable reasons for your answer (3x2) (c) State the isobaric interval of the synoptic weather map. (1x2) (7) (5) (2) (6) (2) 3482 ‘Study FIGURE 8.2, a Synoptic Weather map = i e ll 3 i i i i 3 8.2.1. _ Identify the high-pressure cells labelled A and B. (2x1) (2) 8.2.2 __ Identify the weather phenomena labelled F. (1x2) (2) 8.2.3. Describe the general movement of this weather phenomenon. (1x2) (2) 8.2.4 Explain your answer (to QUESTION 5.3). (1x2) (2) 8.2.5 _ Identify the fronts labelled D and E. (2x2) (4) 8.2.6 What effect will the front labelled D have on the weather of Cape Town. (2x2) (4) 8.2.7 _ Refer to the weather station model at G and complete the following i. “@ a) air temperature b) due point temperature c) wind direction d) wind speed e) cloud cover f) precipitation (6x1) (6) 35,8.3 Study the synoptic weather map FIGURE 8.3 below. 8.3.1 Name the high-pressure system off the west coast of South Africa. (1x2) (2) 8.3.2 This is a synoptic weather map for summer. Identify TWO reasons why this is a summer map. (2x2) (4) 8.3.3. Will the interior of Southern Africa experience strong or gentle winds? Give a reason for your answer. (2x2) (4) 8.3.4 Briefly discuss why the mid-latitude cyclone on the east coast of South Africa is unusual for this time of the year. (2x2) (4) 36WEEK 7 : DROUGHT AND DESERTIFICATION CONCEPT A prolonged period of abnormally low rainfall DROUGHT DESERTIFICATION The process in which land in semi-arid areas gradually changes into desert. which leads to a shortage of water ‘South Africa's rainfall is unreliable Areas are at | Three regions in Africa that are most at risk of drought and desertification: riskof — |+ Lands bordering the Sahara Desert in north Africa, the strip of land along the droughts and | — southern border, known as the Sahel desertification |+ The horn of Africa + Lands bordering the Kalahari Desert of southern Africa. * Global warming and climate change * High pressure systems, cold ocean currents ~ dry conditions + EINino event is also a main cause of drought in Africa, + Excessive build-up of heat on the Earth's surface + Reduced cloud cover leading to great evaporation rates, | 45° ‘Symmetrical in shape Dip and scarp slope ‘Steeper scarp slope equally steep ridge © Forms anarrow-crested Circular depressions Magma cools down, shrinks and sags This causes the rock strata to become tited Erosion and weathering results in a circular cuesta landscape Dip slope will face inwards towards the centre ‘Scarp slope faces outwards Forms deep beneath the surface of Earth Intruding batholiths or laccoliths cause layers to tit upwards Erosion and weathering results in circular cuesta dome landscape Dip slope faces outwards ‘Scarp slope faces towards the centre of the dome. INNIS + Forms in ineined stata + Aternating layers of hard and soft rocks + Sedimentary rock strata + Dip and scarp slopes present + Cuesta valleys and plains — farming + Allow for seepage of water into the centre |+ Domes have porous sandstone and + Softer rock layers form fine, fete soil of the basin good source of ground water impermeable shale - which alowed + Use gaps to build transport routes through + Farmers can use water for iigation for the build-up of petroleum that can + Build dam wails in the gaps +) Yield artesian water be mined DIP SLOPE: * Salt domes trapping petroleum ee + Rocky with thin, coarse, infertile soil between sandstone and shale 1s 2 Used for forestty ++ May contain oil and natural gas SCARP SLOPE: * Very steep and cannot be used by people 49Read the case study on the Magaliesberg Mountains in FIGURE 2.1 before answering the questions that follow. Refer to FIGURE 2.2 based on inclined strata. The landform below is a cuesta. ‘Southern boundary of the years ago. intrusion, The rocks of the Bushveld Igneous Complex contains the world's richest source of platinum group minerals, chromite and vanadium. A B __The Magaliesberg Mountains Lie about 40 km north-west 1 of Tswane. |e The Mountains are the Bushveld igneous Complex. It formed over 2 000 million Itis a huge saucer-shaped ZA 2.1.1 Identify the structural landform depicted in FIGURE 2.1 (1x1) (1) [2.2.1 Identity slopes B and C respectively. @x1) @ 2.1.2 Identity the slopes labelled A and B on the landform, (2x1) @) |222 Name ONE characteristic of layer A. Gx) 2.1.3 Which slope A or B will have a higher erosion tempo? Explain your 2.2.3 Suggest TWO ways in which ridges, such as cuestas, are significant answer. (+2) @) tohumans (2x2) (4) 2.1.4 Ina paragraph of approximately EIGHT lines describe the influence 2.2.4 Write a paragraph of no more than EIGHT lines in which you inclined strata has on settlement, transport routes, mining, and compare the similarities and differences between Cuestas and agriculture, (4x2) @) Hoghacks, (4x2) 6) 50‘Study FIGURE 2.3 showing a structural landscape that developed from inclined strata. FIGURE 2.4 A is a diagram ilustrating a cuesta, FIGURE 2.4 B and C represents cuestas which formed from different landforms 2.3.1. a) Identify the landform ilustrated as E on FIGURE 23. (1x (1) | 2.4.1 Study FIGURE 2.4. A and name the TWO slopes X and Y respectively. 1) (2x1) (2) b) Give evidence from FIGURE 2.3 to support your answer. (1x2) (2) | 2.4.2 Indicate whether Z in FIGURE 2.4 A. is a resistant or less resistant layer. (xt) 2.3.2 _ Differentiate between the characteristics of rock layers at F and G. 2.4.3 Which slope in FIGURE 2.4 A, X or Y, will have eroded the fastest? 2x1) 2) Give a reason for your answer. (142) @) 23.3. Label slope 1 and 2 depicted on the diagram. (2x1) (2)| 244 Determine which figure (FIGURE 2.4 B or 2.4.C is the dome-shaped Cuesta and which one the basin-shaped Cuesta. (2x1) 2) 2.3.4 Describe the forces that resulted in the development of the slopes 2.4.5 Explain briefly why little farming activities occur on cuestas. (2x2) (4) identified in QUESTION 2.3.3. (2x2) (4) 2.3.5 Ina paragraph of approximately EIGHT lines, discuss how the rock resistance and slopes impact the agriculture and economic development of the area. (4x2) (8) 51‘Study the following diagram that represents a Cuesta and choose the ‘correct word in brackets. Only write down the word next to the question number. 25.4 252 253 254 255 10-25° Resistant quartzite This landform forms because of (inclined / horizontal) layers. Ais the (dip slope / scarp slope). Bis the (dip slope / scarp slope). ‘The distinguish factor for cuestas and homoctinal ridges is mainly (type of resistant rock / angle of dip slope). (Dip slope / Scarp slope) of a cuesta is not suitable for human usage. (6x1) (8) Refer to FIGURE 2.6 showing topography associated with inclined layered rocks. 26.1 dently he type of feature in Sketch A 2.6.2 Identity the type of feature in Sketch B 2.6.3. Do these features occur in incined or horizontal strata? 26.4 dently Siope Cas the dip or scarp slope 26.5 Idently slope D as the dip or scarp slope 266. Is slope C steep or gentle? 2.6.7 |sslope D steep or gentle? (7x1) a 82WEEK 3: TOPOGRAPHY ASSOCIATED WITH IGNEOUS STRATA ‘You must study with the following in mind. CHARACTERISTICS AND PROSESSES IGNEOUS STRATA. PE CePA Deore EXPOSURE OF INTRUSIVE LANDFORMS DoME TORS L aaioriie CHARACTERISTICS © Largest intrusion * Round and smooth when ‘* Isolated, exposed pile of rocks © Forms deep below exposed Rocks are rounded and stacked surface © Light in colour on top of each other ‘+ Irregular shape with steep | Part of larger and deeper ‘+ Rocks only joined at bottom sides Batholiths Granite or dolerite © Granite 2. LACCOLITH: PROCESSES Mushroom-shaped Intrusion between layers of sedimentary rock Upward bending of sedimentary rocks Forms Cuesta dome when exposed 3. LOPOLITH: ‘Saucer shaped Intrusion between layers of sedimentary rock Collapse of overlaying sedimentary layers when cooling Forms cuesta basin when exposed 4, DYKE: 5. SILL: Vertical intrusion along sedimentary rocks Forms serrated ridge and Hogbacks when exposed Horizontal intrusion along sedimentary rocks Dolerite in Karoo Forms flat-topped hills, Intruding Batholiths cools down ]« Cooling causes contraction of magma causing joints to . develop Overlying rocks removed by weathering . Removal of overlying rocks decreases pressure on Batholith | « Batholith expands Water seeps into joints and |# cracks and further weathering develops . Rounded granite domes are exposed on surface Surface weathering causes exfoliation and granular disintegration 53 Cooling of igneous rocks below surface Cooling causes contraction of ‘magma causing joints to develop ‘Seeping of water into cracks and joints results in weathering Surface erosion results in cracks and joints to enlarge Ground water also dissolves minerals in rocks underground Removal of overlaying rocks exposes core stone Cay Piste)ACTIVITIES: IGNEOUS INTRUSION LANDFORMS Match the following statements in COLUMN A with the terms or ‘examples in COLUMN B. Examine the photographs below FIGURE 3.2 A and FIGURE 32.6. Column A Column B 3.1] Ahorizontal intrusion formed as magma spread | A | Batholith between layers B | Laccoith 3.1.2. | Awall ike intrusion that cuts almost vertically across existing strata C | Volcanic Pipe 31.3. | Large volume of magma intrudes between D sedimentary layers, Dyke E 31.4 | The layer underneath cannot support the weight | | Sill and sinks downwards creating a saucer shaped | F intrusion. Lopolith 348 s ‘A mushroom shaped intrusion that pushes the Magma Pool overiying strata upwards 316 The largest ofall intrusive forms 347 Leads magma from the magma source to the surface 7x) 3.2.1. Identify the landform depicted in FIGURE 3.3 A. 3.2.2 Name the intrusive feature from the landform in A is formed, 3.2.3 Identity the landform depicted in FIGURE 3.3 B. 3.2.4 Identify the type of rock from which the topography in FIGURE 3.3 A and B develop. 3.2.5 Which weathering process, C, results in the rounded shape of feature A? 3.2.6 Name the characteristic labelled as D, in FIGURE 3.3 B. 3.2.7 Name the characteristic labelled as E, in FIGURE 3.3 B. (7x) sa‘Study FIGURE 3.3 showing topography associated with massive igneous ‘Study FIGURE 3.4 to answer the following questions. 33.1 Define the term igneous rocks. (1x4) (1) [344 Identiy the tandtorm in FIGURE 3.2 axa) 332 Label landform A, B and C (3x1) (@) | 34.2 Name the underlying rock from which this landform developed. (xa) 333 Describe TWO differences between landiorm A and B. (2x2) (4) | 3.4.3 Name the intrusive landform from which this landform developed (1x2) @ 3.3.4 Landform D isa Tor. Explain the process that landform € will 3.4.4 How does the intrusive landform, mentioned in QUESTION 3.4.1, undergo to develop in a Tor. (3x2) (6) become exposed to the Earth's surface? (3x2) (6) 3.4.5 Explain how landform A assumes its rounded shape. (2x2) (a) 55‘Study FIGURE 3.5 showing a structural landscape that developed from massive igneous strata, arth surface ‘Study FIGURE 3.6 3.5.1. Predict which TWO types of weathering may be responsible for 3.6.1. Identify the landform visible in FIGURE 3.6. Gxt) the formation of a Tor. (2x1) @) 35.2 Describe TWO charactetistics of the granite rock from which the 3.6.2 What do we call the rocks on top of the landform? (x1) abovernentioned landform developed. (2x2) 4) 35.3 Organize the three stages from FIGURE 3.3 in the correct order 3.6.3 Why can this type of landform only be found in certain areas of South ‘of development, by writing down only the alphabetical letters. (2) Arica? (1x2) @ (1x2) 3.5.4 Describe the characteristics of a Tor. (x2) ©) 3.6.4 Where do we find these landforms generally in South Africa (1x2) (2) 3.5.5 Describe ONE way in which this landscape can be used 3.6.5 Can tthis landform develop during our lifetime? (xa) ‘economically (1x2) 2 3.6.6 Explain your answer in QUESTION 3.6.4. (2x2) (4) 56WEEK 4: SLOPES You must study with the following in mind. SLOPES ‘SOUTH AFRIGA’S TOPOGRAPHY ‘SLOPE ELEMENTS ‘COASTAL PLAI ‘CHARACTERISTICS TYPES ‘CONTOUR ‘* Wide on the Easter side of ConexsFape the country 7 w ae 8 | Were weathered material | . & li & Separates coastal plain from & |+ soiicreep occurs 2 high interior : $ * has a major effect on rivers, - 2 climate and infrastructure ‘Also called free face ‘+ is a major watershed for most t+ Vertical bare rock 5 tivers |. Resistant rock erodes INTERIOR PLATEAU B | stowiy forming the cit z © lies approximately 1.000m = fs1un ei |* Cifretreats backward due | above sea level to-erosion ‘SLOPE ELEMENTS [= Aso, scree or debris slope @ |* Weathered material rom | $ | cltand crest accumulates Z| here a & |- Angle of the siope is ui 6s |__ uniform 5 J+ Fine materials washed onto the pediment Gentle siope 5 Covered with sediment G | fromthe talus siope Ps 2 J+ Deeper soils due to gentier | EE g angle ad a Resistant slopes erode slowly to form slopes Cee Conical hills do not have all the slope elements (Lacks the hard-capping rock) Knick point separates the talus slope from the pediment and shows the change in the angle of the slope 57ACTIVITIES: SLOPES Use FIGURE 4.1 below showing the four slope elements to assist you in giving ONE word or term for each of the following descriptions: Write only the term next to the question number, for example 4.1.8 base flow. The same answer may be used more than once, Cres? Kruin CiiftiFree face/Scarp slope Krans/Vryhang ‘Talus/Debris/Scree slope Talushang/Puinhang ‘Study FIGURE 4.2 showing siope elements. 4.11 Siope element with a convex shape. 4.2.1 Label the slope elements A to D as indicated on FIGURE 4.2. x1) @) 41.2 Slope element with a low angle. 4.2.2 Which ofthe above elements indicate the layer consisting of hard rock (1x1) 4.1.3 Slope most suitable for farming 423 Between which TWO alphabetic leters wil the Knick point occur? (txt) 4.1.4 Slope element that is a rocky outcrop. 4.24 Differentiate between the shapes of slopes A,B,C,D. (4x1) (4) 4.1.5 Slope element composed mainly of weathered material. 425 Choose ONE slope where a farmer would most ikely plant maize and explain why you have chosen this specific slope. 6x2) ©) 4.1.6 Siope on which thickness of sol increases. 4.1.7 Siope element on which soil creep occurs. x) 38‘Study the FIGURE showing the different slope elements and answer the questions which follow. ‘Study the diagram below to answer the following questions, 4.3.1 Is the landform depicted in the figure above a Mesa or Butte? 4.4.1 Name slope elements/forms X and Y in sketch A. 2x1) @ 432 Name the slope element labelled A. 442 Describe the shape of slope X. (1x4) (1) 4.3.3 Name the slope element labelled B. 44.3 Explain why slope D became unstable. (2x2) (4) 4.3.4 Name the slope element labelled C. 4.4.4 Write a paragraph (approximately 8 lines) analysing the impact of slope instability and methods that could be used to prevent disasters associated with this instability. (4x2) (8) 4.35 Name the slope element labelled D. 4.3.6 Identify the main process taking place on slope C. 4.3.7 Which slope consists of resistant rock? 4.3.8 This slope has a 90° angle (ext) @) 59Refer to FIGURE 1.6 that shows the typical slope elements/forms ‘associated with a slope. FIGURE 4.6 illustrates typical slope elements associated with horizontal strata. Sm 4 2 2 1 ° 456.1. Name the slope elements from A to D. (4x1) (4) [461 Name the slope element labelled D. (1x2) @ 45.2 Discuss ONE characteristic of each of the slope elements. (4x2) (8) | 46.2 Describe the shape ofthe crest (1x2) @ 45.3 What cause the different slope elements to develop. (1x2) (2) ]463 — Whyisthe cif slope so steep? (1x2) @) 45.4 A farmer bought a farm with a butte with prominent siope elements 46.4 dently TWO ways in which a cif can be used by humans. (2x 1) Advise the developer how he can utilise slope element B to generate (2) tourism activities on the farm. ass ene erie Gee One cee cnaecenaoe Cag 4.6.6 Suggest why vegetation grows better on slope element D than on the talus slope, (2x2) (4) 6061MINDMAP: DEVELOPMENT GEOGRAPHY Cred jor Dees Do aut Peter) PEC auld eeu Role Of Mee Der uc Det rx) 62Terminology Development The use of resources and technology to bring about change. This change is positive and generally involves the improvement in people's quality of life and improving the standard of living in a country Development Indicators Are used to measure the level of development with regard to a countries economic, social and institutional growth. There are two main types’ economic indicators and social indicators. Brandt Line The line dividing the worid into the developed and developing world The country is involved in manufacturing and processing of raw materials in factories. The more industrialised a country is the more developed the country will be Infant Mortality The number of children who die because of childhood related and other diseases Life expectancy The average number of years a person can expect to live Primary Activities The extraction of raw materials from the earth's surface. For example, forestry, farming, mining, and fishing Secondary Activities Involves the manufacturing and processing of goods obtained in the primary activities Tertiary Activities Provision of services. Quaternary Activities Involves research and technolog Globalisation ‘A process that leads to an integrated global economy and society. Factor An element or cause that contributes to a result. Model A representation of an aspect of the real world; a simplified or generalised version of reality Economy The system of production and distribution in a society; the economy is made up of four sectors, primary, secondary, tertiary and quaternary. Core An area which has an economic advantage due to high levels of capital, infrastructure and employment opportunities. Most developed parts. Core and Periphery Model A model that tries to explain where economic development takes place, using the concepts of core and periphery. Free Market Model ‘A model that tries to explain development based ‘on the economy Periphery ‘An area which lacks capital, infrastructure and employment opportunities. Less developed area. Sustainable Development Any developments that will in the long term sustain themselves and not deplete the natural resources of the area. ‘Sustainable Development Model ‘A model of development that aims to incorporate economic and social development without harming the environment 63Community Based Development Programme A programme designed to improve the quality of life within a specific community Diffusion Moving from an area of high concentration to areas of lower concentration ‘Multiplier effect ‘An increase in economic activity creates a ripple effect in the economy, resulting in increased consumption and increase in national income. Trade The exchange of goods, services, capital, labour and information between two parties. Barter To exchange goods for other goods, rather than selling them for money. International trade The exchange of goods, services, capital, labour and information between countries Balance of Trade The relationship between the value of a country’s exports and its imports. Market The place where goods and services are bought and sold. ‘Commodities The items (goods and services) that countries, trade. Anything sold in large quantities. Free Trade Trade that occurs without any restrictions. Tariffs ‘type of tax placed on imported goods, which makes these goods more expensive than the local product. Customs Taxes paid on importing and/or exporting goods Quota A limit to the amount of imported goods that may enter a country during a fixed period of time ‘Subsidy A form of financial assistance paid by government to an industry or economic sector. Fair trade Trade that supports farmers in developing countries by paying fair prices and encouraging social and environmental development in their communities. Globalisation A process that leads to an integrated global economy and society. Multinational Corporation (MNC) ‘A company that owns or controls production facilities in more than one country Outsourcing Having components made or assembled in a country other than where the headquarters of a company is based. ‘Sweatshops Workshop or factory where people work long hours in poor conditions for low pay, often making illegal or counterfeit goods Gender Male or female; way in which a society/culture treats men and women Gender Inequality Index (Gil) UN index indicating the degree of equality/inequality between men and women in a country Informal sector Self-employed people trading goods on the street or working from home/backyard workshops. Not part of the formal economic sector. Workers have no contracts, fixed hours or benefits and do not pay tax 64Permaculture Type of agriculture that meets people's needs in a sustainable wa Environmental impact assessment (EIA) ‘A study undertaken to assess the impact on the environment of a development project Carbon emissions Gases containing carbon dioxide that pollute the atmosphere Carbon footprint ‘The quantity of carbon gases a person contributes to the pollution of the atmosphere through his/her daily lifestyle Green economy ‘An economy that does not damage the environment Food security When all people at all times have access to sufficient, safe, nutritious food to maintain a healthy active lifestyle ‘Agroprocessing Industries that process agricultural products Beneficiation To treat and use a mineral so that the ‘benefits stay in the home country as opposed to exporting a mineral and then importing (at a greater expense) the manufactured product Aid Help/assistance given by one country or organisation to another country. Examples include food, medicines, money and technology Development aid Money, knowledge or skills that are donated to developing countries in order to assist in their economics, social, political and environmental development Donor ‘A country or organisation that gives aid Recipient ‘A country that receives aid Gross National Income (GNI) The amount of money the average person ina country can expect to have. (Low income and middle income countries are developing while high income countries are developed). Gross National Product (GNP) Total value of all goods and services produced by a country in one year including foreign eamings Gross Domestic Product (GDP) ‘Shows the total value of all goods and services produced by a country in one year. Human Development Index (HD!) This indicator is a combination of GDP per capita, life expectancy and literacy rate. Zero (0) indicates the worst quality of life, while one (1) shows an almost perfect place Gi i-coefficient Indicates how wealth is shared in a country. A Gini score of 0 indicates complete equality in income (every household receives the same amount of money). A Gini score of 1 indicates complete inequality (income received is not the same; one household gets more than the other). Developed country Countries with an economic base built largely on manufacturing and technology rather than agriculture Developing country ‘A non-industrialized poor country that is seeking to develop its resources by industrialization 65More economically developed countries (MEDCs) A highly industrialized country characterized by significant technological development, high per capita income, and low population growth rates. Examples of such countries include the United States, Canada, Japan, and many counties in Europe. Less economically developed countries (LEDCs) Country characterized by minimal industrialization, low technological development, low per capita income, and high population growth rates. Many of these countries are found in Asia, Africa, and Central and South America industrialised countries Countries whose economy is based on Industry Birth Rate is the term used to define the number of babies bom every year per 1000 people in a population? Death Rate is the term used to define the number of deaths every year per 1000 people in a population? Natural increase in a population occurs where Birth rate is greater than death rate. That is, that there are more births than deaths in that population ion a year. Natural decrease ‘occurs when death rate is greater than birth rate. This means that more deaths occur in a population than babies are born so population numbers decline 66SHORT OBJECTIVE QUESTIONS BASED ON CONCEPTS. Activity 4 Matching columns. Write the number of the question with the letter of the correct answer next to it Example, 2.1A [The total income of a country per year divided by the number of 2.1 [Development lA [people in the country Includes life expectancy, literacy, years in 2.2 |Standardof living |B education and income per person |Gross Domestic 2.3 [Product per capita _|C_|Those things needed to satisfy people's needs \Gross National Process of change which improves the well-being 2.4 Product ID_lofa society 2.5 _|Gini-coefficient IE [Distribution of workforce in industry Human Development | [Measure of the quality of services and goods 2.6 |Index IF javailable 2.7 [Resources G_[Monetary economic policies 28 |Economic sectors |H_ [Degree of well-being felt by people (Development which not only meets people’s 2.9 [Quality of lite ||_|needs today but also those of future generations [Sustainable [The value of all the goods and services produced 2.10 development by a country in a year Ik_ [Global standard for calculating income disparity (110 x 2) (20) 67Activity 2 1 Choose the correct term in COLUMN B that matches the description in COLUMN A. Write the letter (Al) next to the question number (4.1.1-4.1.8) in your ANSWER BOOK, for example 4.1.9 J. COLUMN A. COLUMN B 1 Allowing more freedom of trade A Terms of trade 2 The relationship between the prices a |B Balance of trade country sells its exports for and the prices it pays for its imports 3 Tax collected by government on goods |C_Protectionism coming into a country 4 A financial summary of all payments |D Liberation of trade made by a country to the rest of the world 5 The relationship between the value ofa |E Balance of payment country’s exports and its imports 6 An official ban on trade or other F Trade bloc commercial activity with a country 7 A control that restricts, restrains or G Embargo supports trade to look after the interests of a country 8 The group of countries that have agreed |H Free trade to trade with one another |___ Tariff 68Activity 3 Provide the term from the list below, which matches the descriptions with the questions that follow. Write ONLY the correct term next to the question number (4.1.1 to 4.1.7), for e.g. 4.1.8 Development. Embargo Humanitarian aid Import quotas Balance of trade Bilateral aid Economic development Protectionism Balance of payment al The ability of a country to have access to its resources to create economic wealth. The balance between the monetary value of a country's exports and imports, Restrictions put on imported goods, regarding its weight, volume and amount. The import of goods from other countries is restricted. Trade blockages are used to prevent the influx of commodities that might threaten local production. Direct aid from one country to another. Aid for individuals or countries in times of natural disasters or civil conflict. (7 «1)(7) 69Week: Topic: Concept of Development Grade 11 -Term 3 Date: % Curriculum Coverage What is meant by development Development includes two aspects of improvement in the life of people: Development refers to characteristics that describe the stage a country has reached on ‘economic, cultural, social and technological levels ‘Standard of living is the value of their possessions and savings, the type of home they live in and whether they own items such as a washing machine, television, car, telephone and computer. Quality of life is the general wellbeing of a person. It includes standard of living, but itis also affected by education, health care, services, utilities, environment, and social, political and religious freedom Economic classification of countri terms of their development Use resources efficiently Export raw materials Highly industrialised Not highly industrialised High standard of living High poverty levels Good education, health, transport _ Inefficient education, health, systems. transport systems Manufacture and export goods on Import goods (cannot make them) world market Stable governments able to Receive financial aid donate financial aid to other countries 70A comparative table north/ south The north /south divide penpals aah ‘World income Income #ap Life expectancy —_| ent Investment in capital foods and intrestructure | Infrastructure | Well developed Sociel conditions | High living stendards Poverty = Relative poverty — few people High weltare support 2 High per capite income, Countries are classified according to their level of ‘economic and human development. There will always be poor people in rich countries and rich people in poor countries. The Brandt Line is used to divide the world into two haives, the developed north (rich, industrialised) and the developing south (poor). The Brandt Line may also be referred to as the North-South divide. It is important to remember that the Brandt line is not the same as the equator. There are some countries that are found in the Southern Hemisphere but are north of the Brandt Line e.g, Australia 1ment rs Economic Indicators * Gross National Income (GNI) * Gross National Product (GNP). * Gross Domestic Product (GDP + Human Development Index (HDI) * Gini-coefficient Social Indicators The percentage of the population living in urban areas Education levels and level of literacy Availability of services such as water, electricity and healthcare Food and nutrition Demographic Indicators © Birth rate Death rate Infant mortality rate Life expectancy Maternal Mortality rate( the number of mothers who dies during childbirth) * Population growth rate (the percentage by which a country's Population grows each year) ‘Activity 4 Refer to the table below and answer the questions Questions 1 From the development indicators given above in the table list one example of an economic, social and demographic indicator. 22 Name the three development = lgzal Se Bal 332 s £8 || indicators that are used to calculate oa al =| =} =| ul £8 8 2 HDI =z} of} 2 8 Sy FE) 58) 2% &!| 3 explain why birth rates, death rates tend to decrease with increased wealth | Australia |85T [40 000} 0.84] 035/124 | 6B] BZ] AT] OT TS —| | ina country bn 4 From the table above write Brazil] Zw TOTO} 0,70} USS] 1ST] GA] 72 TAT] 9] 17.2] | down the name of the country that best suits the description Japan [42m [32700 | O88] 024] 74 | TE] BZ] Ze ws | 206 || below a, Largest GDP Kenya | 626 | 1600 | OA7| 048) 35,1 | TS | 88/555] 87 | 14 || b. Lowest GDP/capita bn c. Highest HDI d, Lowest Gini coefficient South |505,5 | 10 300 | 0.60] 057/796 | T 49 [43.5 [89 fi e. Lowest Life Expectancy Africa | bn f. Highest Infant Mortality Rate switzerland S17} AT 400] O87] OSS] OST BT] BT] aT] ae} —aa7 | 9: Lowest Literacy Rate bn 5 According to the HDI figures for rraitand} 5407} 8200-1 OBST az} 1ST BETIS ETT OF 5 Australia, Japan and Switzerland en where would one expect to find these countries in relation to the Brandt USA [147 7861 |—8-|—26,7—|| Line? tn 6 Using information from the table, which country would be the most developed and which country would be the least developed Activity 2 Questions FIGURE 2.1: INDICATORS OF DEVELOPMENT 1 Study FIGURE 3.3, illustrating indicators of development 1. What does the abbreviation HDI stand for? B2, Name ONE of the HDI indicators of development. DEVELOPED COUNTRIES baa R Tah 3. Refer to the photo indicating Developed vs. Developing countries and the HDI and GINI-coefficient data. a) Match X and Y to either developed or developing countries respectively. (b) Clearly distinguish between HDI and GINI-coefficient data. 4 Explain how the population growth of developing countries will have a negative influence on development. COUNTRY coefficient x 035 0,72 ¥ 0,96 0,25 ‘Activity 3 Study Figure 1 below showing the North/South divide and some 1. About what proportion of the North live in rural areas? _| information of the two regions. Select one of 12%, 25%,50%, 88%. 2 According to the map, state if each of the following countries are in the North or the South. 241° Australia 22 South Africa 23 New Zealand 2.4 Japan 25 Mexico 3___Desoribe the employment structure of: 7431 the North 3.2 the South 3.3. Give reasons for the differences in the employment structure of the North and the South. 4 Study the population pyramids of the North and the South. Indicate if each of the following statements are true or false. The North has a lower birth rate than the South. The South has a smaller percentage of elderly people than the North, c. The North has a broad based pyramid. op = em one FIGURE 1 The Brandt line ‘North/South divide" Activity 4 1 Explain these indicators of development: (a) GDP per capita (b) Urbanisation (0) Infant mortality rate 2. Study the table below showing selected indicators for a developed and a developing country Indicator The Netherlands Indicator The Netherlands Indicator The Netherlands 75% of labour in agriculture 2% 81% GDP per capita $29 500 $1200 Literacy rate 99% 48% Life expectancy 79 years 40 years Population Growth rate 0,25 % 1.48% Comment on and explain the differences in: (a) % of labour in agriculture (b) Life expectancy (©) Population growth rate Activity 5 FIGURE 3: : NORTH/SOUTH DIVIDE Mainly manufactured goods Movement of commodities between AandB Mainly Raw materials FIGURE 3.3 illustrates the economic north/south divide. 1 Name the continents A and B illustrated in the cartoon. 2 Name ONE historical factor that may have caused the illustrated relationship between the continents. 3 Refer to the movement of commodities (raw materials and manufactured goods) between continents A and B. 76(2) Which of the continents (Aor B) in the cartoon is more developed? (b) Explain TWO reasons for your answer to QUESTION 3 (a). (©) Discuss how the illustrated movement of commodities will negatively influence continent A. 7Week: Date: Topic: Framework for Development - Factors That Influence Development % Curriculum Coverage Political factors Social factors Economic factors History * Colonisation led to the extraction of resources by developed countries. * No laws govern the use/exploitation of resources. * Large multinational companies and investors exploit natural resources, especially in developing countries * Labour is exploited and foreign expertise is used. Local labour is not skilled. : =) (2) fore = aid Population Growth + The world’s population is increasing at a rapid rate. + This puts pressure on resources such as wood, water and soil + These resources are becoming depleted or degraded Trade Imbalances + Globalisation has made it easy for countries to trade and exchange goods. + World Trade Organisation has introduced a free market trade system in an effort to attempt to integrate developing countries into the world’s trading and economic systems. + Developing countries often have to export to developed countries and suffer when orders for their goods are cut back Education and Training + An educated labour force is essential for transfer or technology from developed and developing countries. + High illiteracy rates hamper educational progress in a country. Energy + More than half the world’s population does not have access to clean, cheap energy. + The high use of biomass fuel in developing countries means a lack of energy for domestic use * This slows down development. + Developed countries contribute to the world’s rising CO2 levels from the use of fossils fuels for energy production Natural Resources + Carrying capacity (the maximum population that resources in a given environment can support) is exceeded. 78+ Large populations put pressure on natural resources. Environmental Degradation + There is a lack of environmental education, government policy and effective Pollution control. * There is an objective of profit at all costs. ‘Access to resources * There is an uneven distribution of the world’s natural resources. + Developed countries need more resources than developing countries. + There is a lack of access to water, electricity and sanitation in many developing countries. + Land ownership is prevented in some countries. + There is a lack of opportunities in business owing to government policies. Activity 4 44 1.2 13 14 15 Questions What does the cartoon say about development across the world? Name ONE factor in the cartoon that influences development. What form of development is represented by panel 1 and 2 of the cartoon respectively? Which panel represents an economically more developed country and which one represents an economically less developed country? ‘Support your answer by using geographically sound theory. How does the development indicator ‘access to food’ differ in panel 1 and 2. ‘Activity 2 Japan GDPicapita: US$39 865 Gini: 24.9 HDI: 0.088 2. Questions Refer to the table below and answer the questions 1. What do the environmental issues experienced by the Japan tell us about its overall level of development? How is Japan's economic success negatively impacting the environment? 79Energy and environmental degradation Demand for electricity is the fourth highest in the world Negative environmental effects include air pollution, acid rain and decreased water quality. 80Weel Dat Grade 11 —-Term 3 Topic: Trade and Development - International Trade % Curriculum Coverage What is International Trade Commodities Terms of Trade Trading happens because of the uneven distribution of raw materials over the Earth’s surface. No country has an adequate supply of the full range of minerals, fuels, foods, manufactured ‘goods or services to make it self sufficient International Trade happens when a producing country is able to produce goods and services more cheaply, or of a better quality, than the consuming country. International trade is the exchange of goods and services between countries Commodities are items that countries trade. They can either be raw materials or finished products LEDC's export mainly raw materials and unfinished goods, so their share of global trade is very small. LEDCs also eam less for their exports than MEDCs, because processed commodities fetch higher prices than raw materials do Terms of trade is a term used by economists to describe the relationship between the prices a country sells its exports for and the prices it pays for its imports. It makes economic sense to try and get more for what you sell, and pay less for what you buy. Balance of Trade imports. It can either be positive or negative, ‘SURPLUS I? “Te NEGATIVE BALANCE OF TRADE (DEFECIT) = imports are greater than exports POSITIVE BALANCE OF TRADE (SURPLUS)= exports are greater than imports The balance of trade is another important term to understand. It is the relationship between the value of a country's exports and it 81Trade Relationships Trade Free Trade Free Trade Is trade that occurs without any restrictions. When there is free trade, nations open their borders to ‘one another, and goods and services move freely between them. There are no tariffs or customs duties that might increase the process. Free trade is meant to benefit all trading partners. Trade Bar This occurs in order to protect local manufacturers; governments might introduce measures to make imported goods more expensive These include: Import tariffs and taxes (taxes placed on imported goods making them more expensive than local goods) Fair Trade Trade that supports farmers in developing countries by paying fair prices, workers enjoy better working conditions and are not exploited. This type of trade is closely linked to sustainable development. Fair trade organisations also improve infrastructure and social development (education and training) in developing countries 82