MADIBENG LOCAL EDUCATION OFFICE

GRADE 12: AUTUMN VACATION CAMP 2025

GEOGRAPHY
TEACHER MATERIAL
28 MARCH TO 04 APRIL 2025

DATES DAYS TOPICS ACTIVITIES

28/03/2025 Friday Climate and weather Pre-test
29/03/2025 Saturday Mid-latitude cyclones Activity 1
30/03/2025 Sunday Tropical cyclones Activity 2
31/03/2025 Monday Anti-cyclones & associated Activity 3
weather conditions
01/04/2025 Tuesday Climate and weather Post-test
02/04/2024 Wednesday Valley & City climates Activity 4
03/04/2025 Thursday Travelling disturbances Activity 5
(Coastal low)
04/04/2025 Friday Travelling disturbances Activity 6
(Berg winds)

“ngwana sejo o a tlhakanelwa”

“LET’S GROW NORTH WEST TOGETHER”
Geography Teacher material Grade 12 Madibeng LEO Autumn camp 2025

ACTIVITY 1

1.1 Refer to the synoptic weather map of Southern Africa.

IG RE 1 MID LATIT WEATHER

SYNOPTIC DE CYCLONE
MAP

20/07/2024

Source South African Weather Bureau

1.1.1 Give evidence from the diagram which suggests that weather system A
is a midlatitude cyclone. (1 x 1) (1)
1.1.2 Why does this weather system originate at the polar front? (1 x 2) (2)
1.1.3 Give a reason for the direction of movement of this weather system. (1 x 2) (2)
1.1.4 Why is the cold front associated with severe weather conditions? (1 x 2) (2)
1.1.5 Explain the formation of the stage of development of mid-latitude
cyclone shown on the synoptic weather map. (2 x 2) (4)
1.1.6 Why does the cold front of the mid-latitude cyclone have a
positive impact on agricultural activities in the Western Cape? (2 x 2) (4)

[15]

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Geography Teacher material Grade 12 Madibeng LEO Autumn camp 2025

ANSWERS TO ACTIVITY 1

1.1.1 Cold and warm fronts visible (Cold/Warm front visible) (1)
Presence of an occluded front (1)
Low pressure (less than 1000hPa) (1)
Presence of warm/cold sectors (1)
Mid-latitude cyclone is moving from west to east (as indicated by the symbol of the cold front) (1)
It is where a mid-latitude cyclone should be located in winter (date) (1)
[ANY ONE] (1 x 1) (1)

1.1.2 Convergence (meeting) of cold (dry) polar air and warm (moist) sub-tropical air masses (2)
Frictional drag (disturbances) occurs at the polar front (2)
[ANY ONE] (1 x 2) (2)

1.1.3 It is steered/driven by the westerly winds (2)

Located in the westerly wind belt (2)
Driven by jet streams (2)
[ANY ONE] (1 x 2) (2)

1.1.4 Steep pressure gradient (isobars are close together) (2)

Rapid upliftment of air mass (2)
Presence of cumulonimbus clouds (2)
Backing of wind (2)
[ANY ONE] (1 x 2) (2)

1.1.5 Cold front moves faster than the warm front (2)
Warm air sector narrows as the cold front undercuts it (2)
The cold front catches up with the warm front (at the apex) (2)
[ANY TWO] (2 x 2) (4)

1.1.6 Increased rainfall fills up dams/rivers/jo-jo tanks which impacts positively on the agricultural
sectors (2)
Enables irrigation of winter crops which provides enough food for the local market (2)
More agricultural products (accept examples) available for manufacturing industries/export (2)

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Geography Teacher material Grade 12 Madibeng LEO Autumn camp 2025

Low temperatures ideal for crops that thrive in cold conditions (2)
Cold conditions can kill pests that eat the crops (2)
More infiltration is causing a higher water table therefore ground water increases (2)
Supplies seasonal agricultural jobs (2)
Cleans polluted rivers as it is washed out pollution in river (2)
Improves pasturage for livestock grazing (2)
Soil fertility increases due to alluvium from flooding (2)
Contributes to food production/food security (2)
Availability of water for livestock (2)
[ANY TWO] (2 x 2) (4)
[15]

ACTIVITY 2

2.1 Refer to the diagram below on stages and cross section of a tropical cyclone.

STAGES O A TROPICAL CYCLONE

CROSS SECTION O A TROPICAL CYCLONE

Adapted from https //www.google.com/search?q=cross+section+of+a+tropical+cyclone

2.1.1 In which hemisphere did the tropical cyclone develop? (1 x 1) (1)

2.1.2 Name the stage of development at A. (1 x 1) (1)
2.1.3 Which ONE of the stages A or B is represented by the cross-section
of the tropical cyclone? (1 x 1) (1)
2.1.4 Give a reason for your answer to QUESTION 2.1.3. (1 x 2) (2)
2.1.5 Refer to the Eye and Eye wall on the cross-section.
(a) Differentiate between the air movement in the Eye and the
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Geography Teacher material Grade 12 Madibeng LEO Autumn camp 2025
Eye wall. (2 x 1) (2)
(b) In a paragraph of approximately EIGHT lines, explain how
the air movement influenced the weather conditions in the
Eye and Eye wall. (4 x 2) (8)

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ANSWERS TO ACTIVITY 2
2.1.1 Northern (1)
2.1.2 A - Mature (1)
2.1.3 A (1)
2.1.4 Fully developed eye (2)
2.1.5 (a) Eye – descending air dominated (1)
Eye wall – rising air dominates (1)
(b) Eye – descending air
Clear, cloudless skies due to descending air causing
moisture to evaporate (2)
Little to no wind due to weak pressure gradient (2)
Higher temperature because descending air compresses
and heats up. (2)
No rainfall due to lack of moisture. (2)

Eye wall – rising air

Strong rising air cause cumulonimbus clouds to develop. (2)
Pressure gradient is strong and hurricane strength winds
Prevail. (2)
Leading left quadrant associated with extremely strong winds
due to a combination of rotation and forward movement of
the system. (2)
Latent heat drives the system. (2)
Heavy rainfall due to evaporation over warm waters. (2)
[ANY O R – BOTH THE EYE AND THE EYE WALL M ST BE MENTIONED]
(4 x 2) (8)
[15]

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Geography Teacher material Grade 12 Madibeng LEO Autumn camp 2025

ACTIVITY

3.1 Refer to the diagram below showing anticyclones over South Africa.

Examiner’s own sketch

3.1.1 Name each of anticyclones labelled A, B and C. (3 x 1) (3)
3.1.2 Draw a labelled cross section to illustrate the influence of anticyclone
B on South Africa's weather during winter. (4 x 1) (4)
3.1.3 In a paragraph of approximately EIGHT lines, explain the influence
of the intertropical convergence zone (ITCZ) on the changing position of
the three anticyclones, relative to South Africa. (4 x 2) (8)
[15]
ANSWERS TO ACTIVITY

3.1.1 A South Atlantic Anticyclone (1)

B Kalahari Anticyclone (1)
C South Indian Anticyclone (1)
3.1.2

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Geography Teacher material Grade 12 Madibeng LEO Autumn camp 2025

1 THE IMPACT O ITCZ ON ANTICYCLONES

The Earth is tilted 23½° to the vertical, as it faces the sun (2)
This causes the ITCZ to shift north and south of the equator from season to
season (2)
Pressure belts follow the apparent migration of the sun (2)
In summer the 3 anticyclones are located further south (2)
In winter the 3 anticyclones are located further north (2)
[ANY O R] (4 x 2) (8)

ACTIVITY 4

4.1 Refer to the diagram below on valley climate.

4.1.1 Name the local wind that blows at A. (1 x 1) (1)

4.1.2 Give ONE characteristic of the wind labelled A. (1 x 1) (1)
4.1.3 Identify and describe the atmospheric condition at X (1 + 2) (3)
4.1.4 Discuss the role of the wind mentioned in QUESTION 4.1.1 would play in the
formation of the thermal belt. (2 x 2) (4)
4.1.5 As an agricultural officer from the department of agriculture. Suggest reasons
why small-scale farmers choose to cultivate oranges on the valley floor.
(3 x 2) (6)
[15]

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Geography Teacher material Grade 12 Madibeng LEO Autumn camp 2025

ANSWERS TO ACTIVITY 4

4.1.1 Katabatic Winds. (1)

4.1.2 Cold and dense. (1)
Occurs during calm winter night. (1)
Flows downhill. (1)
[ANY ONE]

4.1.3 Temperature inversion. (1)

Temperature increases with an increase in height in the valley. (2) (1 + 2) (3)
4.1.4 The cold air accumulates at the bottom of the valley. (2)
The warm air is displaced by the cold air causing warm air to rise accumulating mid-valley. (2)
(2 x 2) (4)
4.1.5 Cold conditions suits maturing of oranges. (2)
Oranges can withstand extreme low temperatures at the bottom of the valley. (2)
Cold conditions destroy insects that can destroy oranges. (2)
Orange trees are more resistant to coldness. (2)
Soil is kept moist by melting frost. (2)
[ANY THREE]
(3 x 2) (6)
[15]
ACTIVITY 5

5.1 Refer to the sketch on a coastal low

pressure cell.

https //www.1stweather.com

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Geography Teacher material Grade 12 Madibeng LEO Autumn camp 2025

5.1.1 Define the concept coastal low pressure cell. (1 x 2) (2)

5.1.2 Coastal low is one of the pressure cells responsible for the development of (berg/trade)
winds. (1 x 1) (1)
5.1.3 Draw a plan view of a coastal low pressure. Indicate the rotation and the movement of air
around the coastal low pressure cell. (2 x 1) (2)
5.1.4 Describe the path that the coastal low-pressure cell follows. (1 x 2) (2)
5.1.5 Compare the impact of a coastal low pressure cell on the east and west coast of South Africa.
(2 x 2) (4)
5.1.6 Account for the formation of onshore and offshore winds. (2 x 2) (4)

[15]
ANSWERS TO ACTIVITY 5

5.1.1 A weak low pressure system that develops along the west coast (2)
5.1.2 Berg winds (1)
5.1.3

(2 x 1) (2)
5.1.4 Migration of the coastal low is from west to east (2)
5.1.5 West coast Onshore winds will result to cold and dry conditions with limited moisture (2)
Offshore winds will result to warm and dry condition with no moisture (2)
East coast Onshore winds results into warm conditions with moisture that results in coastal rainfall
(2)
Offshore winds bring warm and dry conditions with limited moisture (2) (2 x 2) (4)
5.1.6 The circulation of the coastal low pressure is clockwise (2)
and this causes onshore winds on one side and off shore winds on the other side (2)
(2 x 2) (4)

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Geography Teacher material Grade 12 Madibeng LEO Autumn camp 2025

ACTIVITY 6

6.1 Refer to the diagram below on the development of berg winds.

Source hqdefault.jpg (480×360) (ytimg.com)

6.1.1 Name the season in which berg winds develop. (1 x 1) (1)
6.1.2 State TWO conditions necessary for the development of berg
winds. (2 x 1) (2)
6.1.3 Account for the moisture content of the berg winds. (1 x 2) (2)
6.1.4 Explain how the escarpment influences the development of berg
winds. (2 x 2) (4)
6.1.5 Why are the berg winds associated with veld fires? (1 x 2) (2)
6.1.6 Suggest sustainable strategies that can be applied to curb (stop)
the veld fires. (2 x 2) (4)
[15]
ANSWERS TO ACTIVITY 6

6.1.1 Winter. (1)

6.1.2 The presence of Kalahari High Pressure Cell (1) and
Coastal Low-pressure cell. (1)
6.1.3 They are dry since they originate from the plateau (interior) where there is less moisture. (2)

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Geography Teacher material Grade 12 Madibeng LEO Autumn camp 2025

6.1.4 The vertical height of the mountains will cause rapid increase of temperature as winds
descends. (2)
Wind heats up adiabatically, which will increase the temperature. (2)
A steep gradient of mountains causes winds to descend very fast, which increases the
speed of the berg winds. (2)
[ANY TWO]

6.1.5 They dry up vegetation, making it easier for the fires to be ignited. (2)
Berg winds blow at a high speed, making it difficult for fires to be controlled. (2)
[ANY ONE]
6.1.6 Build dams in farms to use water to extinguish fires. (2)
Build watch towers to see fires as they approach from afar. (2)
Create fire breakers to prevent the spread of fires. (2)
Educate people about the veld fires. (2)
[ANY TWO]

[15]

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