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Case Study: The Amazon Rainforest

The Amazon in context

Tropical rainforests are often considered to be the “cradles of biodiversity.” Though they cover only about 6% of the Earth’s land surface, they are home to over 50% of global biodiversity. Rainforests also take in massive amounts of carbon dioxide and release oxygen through photosynthesis, which has also given them the nickname “lungs of the planet.” They also store very large amounts of carbon, and so cutting and burning their biomass contributes to global climate change. Many modern medicines are derived from rainforest plants, and several very important food crops originated in the rainforest, including bananas, mangos, chocolate, coffee, and sugar cane.

In order to qualify as a tropical rainforest, an area must receive over 250 centimeters of rainfall each year and have an average temperature above 24 degrees centigrade, as well as never experience frosts. The Amazon rainforest in South America is the largest in the world. The second largest is the Congo in central Africa, and other important rainforests can be found in Central America, the Caribbean, and Southeast Asia. Brazil contains about 40% of the world’s remaining tropical rainforest. Its rainforest covers an area of land about 2/3 the size of the continental United States.

There are countless reasons, both anthropocentric and ecocentric, to value rainforests. But they are one of the most threatened types of ecosystems in the world today. It’s somewhat difficult to estimate how quickly rainforests are being cut down, but estimates range from between 50,000 and 170,000 square kilometers per year. Even the most conservative estimates project that if we keep cutting down rainforests as we are today, within about 100 years there will be none left.

How does a rainforest work?

Rainforests are incredibly complex ecosystems, but understanding a few basics about their ecology will help us understand why clear-cutting and fragmentation are such destructive activities for rainforest biodiversity.

High biodiversity in tropical rainforests means that the interrelationships between organisms are very complex. A single tree may house more than 40 different ant species, each of which has a different ecological function and may alter the habitat in distinct and important ways. Ecologists debate about whether systems that have high biodiversity are stable and resilient, like a spider web composed of many strong individual strands, or fragile, like a house of cards. Both metaphors are likely appropriate in some cases. One thing we can be certain of is that it is very difficult in a rainforest system, as in most other ecosystems, to affect just one type of organism. Also, clear cutting one small area may damage hundreds or thousands of established species interactions that reach beyond the cleared area.

Pollination is a challenge for rainforest trees because there are so many different species, unlike forests in the temperate regions that are often dominated by less than a dozen tree species. One solution is for individual trees to grow close together, making pollination simpler, but this can make that species vulnerable to extinction if the one area where it lives is clear cut. Another strategy is to develop a mutualistic relationship with a long-distance pollinator, like a specific bee or hummingbird species. These pollinators develop mental maps of where each tree of a particular species is located and then travel between them on a sort of “trap-line” that allows trees to pollinate each other. One problem is that if a forest is fragmented then these trap-line connections can be disrupted, and so trees can fail to be pollinated and reproduce even if they haven’t been cut.

The quality of rainforest soils is perhaps the most surprising aspect of their ecology. We might expect a lush rainforest to grow from incredibly rich, fertile soils, but actually, the opposite is true. While some rainforest soils that are derived from volcanic ash or from river deposits can be quite fertile, generally rainforest soils are very poor in nutrients and organic matter. Rainforests hold most of their nutrients in their live vegetation, not in the soil. Their soils do not maintain nutrients very well either, which means that existing nutrients quickly “leech” out, being carried away by water as it percolates through the soil. Also, soils in rainforests tend to be acidic, which means that it’s difficult for plants to access even the few existing nutrients. The section on slash and burn agriculture in the previous module describes some of the challenges that farmers face when they attempt to grow crops on tropical rainforest soils, but perhaps the most important lesson is that once a rainforest is cut down and cleared away, very little fertility is left to help a forest regrow.

What is driving deforestation in the Amazon?

Many factors contribute to tropical deforestation, but consider this typical set of circumstances and processes that result in rapid and unsustainable rates of deforestation. This story fits well with the historical experience of Brazil and other countries with territory in the Amazon Basin.

Population growth and poverty encourage poor farmers to clear new areas of rainforest, and their efforts are further exacerbated by government policies that permit landless peasants to establish legal title to land that they have cleared.

At the same time, international lending institutions like the World Bank provide money to the national government for large-scale projects like mining, construction of dams, new roads, and other infrastructure that directly reduces the forest or makes it easier for farmers to access new areas to clear.

The activities most often encouraging new road development are timber harvesting and mining. Loggers cut out the best timber for domestic use or export, and in the process knock over many other less valuable trees. Those trees are eventually cleared and used for wood pulp, or burned, and the area is converted into cattle pastures. After a few years, the vegetation is sufficiently degraded to make it not profitable to raise cattle, and the land is sold to poor farmers seeking out a subsistence living.

Regardless of how poor farmers get their land, they often are only able to gain a few years of decent crop yields before the poor quality of the soil overwhelms their efforts, and then they are forced to move on to another plot of land. Small-scale farmers also hunt for meat in the remaining fragmented forest areas, which reduces the biodiversity in those areas as well.

Another important factor not mentioned in the scenario above is the clearing of rainforest for industrial agriculture plantations of bananas, pineapples, and sugar cane. These crops are primarily grown for export, and so an additional driver to consider is consumer demand for these crops in countries like the United States.

These cycles of land use, which are driven by poverty and population growth as well as government policies, have led to the rapid loss of tropical rainforests. What is lost in many cases is not simply biodiversity, but also valuable renewable resources that could sustain many generations of humans to come. Efforts to protect rainforests and other areas of high biodiversity is the topic of the next section.

The Geography Study School

Geographically on par for your a star.

• Agriculture
• Case Studies
• Energy, water and the environment
• Industrial systems
• Map Skills-Paper 2
• Paper 4: Alternative to coursework
• Plate tectonics
• River processes
• Weather, Climate & Ecosystems
• Recommended Resources
• Option G: Urban Environments
• Populations in Transition
• Changing space-the shrinking world
• Contact and Copyright

Overpopulation in Bangladesh

Lack of resources, poor infrastructure and under-developed technology coupled with the high population have been responsible for decreasing the carrying capacity of the region.

Problems of overpopulation:

Overpopulation in Bangladesh resulted in overcrowded areas with traffic congestion as there are too many vehicles on the the roads, especially in cities such as Dhaka. Vehicle emissions, industrial discharge and burning of fossil fuels have resulted in air pollution , while the ground water has been polluted due to arsenic. Furthermore, shortage of food lead to overcultivation on the flood plains of the Ganges river , causing lower yields and soil exhaustion. Another major problem is the widespread deforestation for firewood on the slopes of the Himalayas.

The capital of Bangladesh, Dhaka, also suffers from severe housing shortages due to mass urbanisation.

Canada: Underpopulation

Canada is regarded as an underpopulated country as the carrying capacity is much higher than the current population. The 35 million people in Canada can not fully exploit the available resources and technology.

Problems of underpopulation in Canada:

• Labour shortage: 32% of Canadian employers are encountering difficulties in hiring workers due to a lack of applicants
• Services (eg. schools, hospitals and transport) close down as there are not enough customers.
• Less innovation and development (lee brain power)

Canada has tried to promote immigration to maintain the fairly high standard of living, but in the previous decades less people are migrating to Canada, than during the 1950’s and 1960’s.

• relaxing immigrant policies and visa requirements to encourage migration
• Pro-natal goverment support to increase the birth rate eg. subsidies and parental leave programmes
• allow pensioners to continue working

China: One Family One Child Policy

Anti-natal population policy

China is world’s most populous country with more than 1.3 billion people in 2014. Representing 20% of the world’s people, China suffers from extreme overpopulation.

China became overpopulated since 1960 because of:

• social/cultural desire to have a son
• economical bonus: men could work in the field
• children considered to be social security
• politics: stronger China against America
• previously poor medical infrastructure- high infant mortality rate
• flood 1959-1962: 20 million died

In 1965 the birth rate had grown to 40 births per 1000 until politicians realised the growing problem and launched the One Family One Child Policy in 1979.

Positive consequences of the policy:

• better education and skilled workforce
• average fertility reduced to 1.7
• low urban poverty

Negative consequences of the policy:

• female foeticide
• forced abortion
• abnormal sex ratio/ imbalanced
• more divorce: desire to have a boy
• lack of working population to support old dependents
• girls abandoned, killed, in orphanage

Exceptions to the policy:

• Han-Chinese allowed a second child
• rural areas
• ethnic minorities

Germany: Pro-natal population policy

In Germany, the fertility rate is well below replacement level, having dropped to 1.38 births per woman in 2012. Birth rates have been falling for many years, and the youth plus the immigrants will be unable to support  Germany’s ageing population.

For this reason, Germany has adopted several measures that attempt to encourage families to have more children:

• paid maternity leave and parental leave
• tax breaks to tax payers that have children
• eliminating fees for kindergarden
• free schooling

  Japan: Population distribution in a densely populated country

With a population of around 130 million (2015), and a population density of 336 people per km² (2015),  Japan is one of the most densely populated countries in the world.

Uneven population distribution

Sparsely populated rural areas: very few people live on the mountainous slopes in the centre of Honshu island and the south of Shikoku island, because of:

• Lack of flat land for cultivation
• Thin, infertile and acidic soils
• Extreme climate: long cold winters with heavy snow
• Remoteness and isolation: transport and communication are difficult
• Few jobs available (only in forestry/ primary sector)

Densely populated rural areas : many people live on the flat valleys and gentle slopes of Honshu and Kyushu islands because they:

• provide fertile land for cultivation and thus, have attracted many farmers
• attract commuters who work in the cities through the high standard of living and services such as out-of-town shopping malls and sports facilities.

Densely populated urban areas: many people live in towns and cities along the coast, especially on Honshu island, in the conurbation of Tokyo, Nagoya and Osaka; because of:

• flat land with mild winters
• good service provision like universities and technologically advanced hospitals and health facilities
• good transport facilities such as the Port of Tokyo to facilitate the import of raw materials and the export of manufactured goods

Canada: A Sparsely populated country

With a population of around 35 million (2015), and a population density of 3.87 people per km² in 2013, Canada is considered a sparsely populated country.

Canada is sparsely populated due to the following reasons:

• many mountainous areas eg. Canadian Rockies close to the west coast
• permafrost in the Northern areas (high latidtudes) so land is too cold for agriculture
• snow and ice make transport difficult, especially in less developed areas (ie. the inner provinces of Canada)

Canada: Population distribution

The population of Canada is clustered in the Southern areas; because, the cold Arctic climate makes cultivation impossible and it is rather unpleasant to live in those cold areas. Also, more people live in Eastern areas, since the West has mountainous areas such as the Canadian Rockies that are too steep to farm on easily and challenging for construction and transport.

Russia: Population decline

Russia has a population growth rate of -0.3%. This has been caused by factors like:

• high death rate of 13 deaths per 1000, particularly due to alcohol-related deaths
• low fertility rate of 1.6 children per woman
• high rates of abortion
• low levels of immigration
• underuse of health facilities, resulting in rising costs
• education cannot be sustained in all areas (particularly sparsely populated)
• resources not fully exploited, leading to lower GDP
• lack of workers may result in economic recession
• pro-natal population policies, eg. financial support for parents who choose to have a second child
• robotisation/development of tertiary sector to prevent lack of workers

Uganda: High population growth rate

Uganda has a population growth rate of more than 3% due to its high birth rate of 44 births per 1000 people per year. This has been caused by factors such as:

• low socio-economic status of women
• low educational levels, especially among females
• early marriage
• low use of contraception due to limited access and poverty
• political statements encouraging more babies as some areas in Uganda have a low population density

Problems of high population growth:

• Health sector faces human and infrastructural shortages
• Primary education could not be sustained in all areas
• Insufficient employment opportunities, especially for poorly educated
• Threatens agricultural modernisation as population pressure increases deforestation, soil erosion and land degration
• Pressure on resources, especially in urban areas

Solutions to reduce population growth:

• Widespread availability of contraception
• Universal access to education, jobs and health care and female emancipation
• Promotion of scientific and technical development (tertiary sector)
• Promotion of new modes of production (modernisation and commercialisation of agriculture)
• Growth with equity/sustainable development

For more information visit: Population growth rate in Uganda

Uganda: Youthful population

In 2014, 48.7% of Uganda’s population were young dependents under the age of 15.

• high fertility rate (many children per woman) and high birth rate
• high infant mortality rate encourages more births so some will survive
• children considered social and economic asset

• few old dependents that have to be supported
• possibly a large workforce in future
• Overpopulation if growth is not regulated, resulting in overcrowding, construction of shanty towns, lower standard of life, increased pollution, depletion of resources and food shortages (which encourage deforestation resulting in soil exhaustion and lower yields), as wells as future unemployment
• Stress on tax payers to support young dependents and finance development of necessary infrastructure

United Kingdom: Ageing population

The percentage of elderly dependents (+65 years) has increased by 3% from 15% in 1980 to 18% in 2014.

• Elderly people can share skills and knowledge to train the younger generation
• Elderly people promote the development of grey economies (such as health care, specialised facilities, other facilities desired by elderly, etc.)

An increase in the percentage of elderly dependents is a strain on the working population as higher taxation is required to support the pensions of the elderly and to fund services such as health care and specialised homes. Government-funded pensions may have to shrink to cover everybody, leaving many people with less to spend (and some in poverty). In contrast, services for younger people , such as schools, are underused . These services may then have to close (eg. Woodly School in North Yorkshire which shut in 2012 due to a lack of students). As a result, some people may be left unemployed. Also, there are not enough economically active people, causing a lack of workforce and making it harder to defend the country.

HIV/AIDS: Botswana

Botswana is a landlocked country, north of South Africa. UNAIDS estimates that 400,000 people in Botwana live with HIV (Human Immunodeficiency Virus).

HIV/AIDS is transferred through bodily fluids. In Botswana, this occurs mainly during sexual intercourse or from mother to child during pregnancy. AIDS can also spread via contaminated blood transfusions or contaminated needle use (usually in drug users).

As a LEDC country Botswana is particularly vulnerable to HIV because of:

• poor sex education (people are unaware of the consequences of unprotected sex)
• low availability of contraception: many people have unprotected sex
• low status of women: women can not disapprove of unprotected sex, as they are perceived as child bearers
• low availabilty of medical treatment and testing: many people are unaware that they are infected so the disease spreads easily
• poverty: few people can afford anti-retroviral drugs to control the severity of the symptoms

Consequences of HIV/AIDS:

• High death rate and lower life expectancy, especially in economically active population
• Falling birth rate due to abstinence (fear of becoming infected), so people have less children
• Decreased labour pool reduces agricultural and industrial output, causing food shortages and poverty, thus preventing economic growth
• AIDS education programme: used mass media to reach 500,000 students and teach them about HIV/AIDS
• Offering free condoms to population
• Improvements in HIV testing and anti-retroviral drugs in government clinics

For more information visit: https://www.patana.ac.th/Secondary/Geography/IB/Population/AIDs%20Botswanna.htm

Syria to Germany: International Refugee Migration

Approximately 13 million Syrians are escaping the war between the Assad regime and non-state armed forces, 800,000 of which have come to Germany so far.

Many are fleeing from barrel bombings and shootings that have destroyed their houses and killed family members. Also, the refugees are attempting to avoid political persecution, as the goverment has arrested and tortured civilians who they think could be working against them. Others are emigrating to prevent being abused by radically religious groups such as IS, who have trained child soldiers and organised kidnappings and extrajudicial executions .

Many seek asylum in Germany, because the country provides economic stability as the current unemployment rate is low, and many sectors will be looking for suitable workers as Germany’s population continues to age. Besides, Germany is perceived as a country that protects and promotes human rights, offering food, shelter and language courses to refugees .

Rural Settlement (LEDC): Korodegaga village

Korodegaga village – near Addis Ababa in Ethiopia – consists of nine small hamlets with 1400 people in total.

The area was first settled in th 20th century because of:

• water supply from two rivers
• flat, fertile soil for cultivation
• extensive forests for building and firewood

Services provided include: a grain mill, mosques and schools. Villagers walk to the neighbouring towns of Dera and Bofa to access a local market and shops.

Braunschweig: Settlement size and service provision

Braunschweig is a district in Lower Saxony, Germany, with a population of around 250,000 inhabitants. The majority ofinhabitants live in the city of Braunschweig, which has the best provision of services (more than 20 schools, 5 hospitals, and a dense network of public transport, which includes, busses, trains and trams). In contrast, the village of Querum, which is also part of the district of Braunschweig, has a population of around 6000 inhabitants only has one doctor’s surgery, and one primary school, as it does not have the threshold population to support higher-order services.

Rural settlement (MEDC): Hötzum, Lower Saxony, Germany

Hötzum has a population of around 900 people. Its function is mainly residential, with most people working in the nearby cities of Braunschweig and Wolfenbüttel.

Map  by: OpenStreetMap und Mitwirkende Source: OpenStreetMap Licence: CC BY-SA 2.0 Mapicons by: Nicolas Mollet Source: Maps Icons Collection Licence: CC BY SA 3.0

The area was first known to be settled by farmers in the 11th century and by the 18th century, the village had 4 arable farms, a shepherd and 6 horsefarms.

The area was initially settled because of:

• water supply from the Hötzumerbach and the Feuergraben
• flat, fertile land for arable and pastoral farming
• extensive forests which provided many logfelling opportunities

Currently there are very few services available (only a church, a community hall, a sports field and a volunteer fire brigade), but villagers can access the neighbouring village of Sickte for basic services and the cities of Wolfenbüttel and Braunschweig for all other needs.

Urban settlement: New York

Currently, New York is the largest city in the US, with a population of around 8 million people.

Site and situation:

• at a sheltered, natural harbour formed by Hudson river, which provided safe, deep anchorage and an extensive waterfront for the development of docks
• Hudson river allowed for transport and communication
• rocky ridge on Island of Manhatten allowed for easy defence

CBD’s:

• Downtown Manhatten: Wall Street (finance district of New York)
• Midtown Manhatten: tourist district, including Fifth Avenue (shopping), Broadway (theatre), hotels, Empire State Building, Chrysler and United Nations Buildings

Urban problems:

• Urban sprawl (middle class moves to the outer areas and lower-income families move into the inner city): due to population growth, relocation of businesses to suburbs for cheaper land and better accessibility
• Poverty and unemployment : around 1 million citizens receive welfare support due to unemployment and poor education caused by a decline in the clothing and harbour induestries in the 1980’s
• Urban decay and housing problems
• Racial conflicts due to a large number of immigrants that become trapped in poverty
• Air pollution as there are too many cars that release toxic exhaust fumes
• Traffic congestion as there are too many vehicles on the road and due to bottlenecks linking various New York Islands
• Water pollution from oil spills

Solution schemes:

• Reduction in air pollution by fitting catalytic converters to the exhausts of diesel city busses and developing a biodiesel plant in Brooklyn to distribute biodiesel to filling stations in the city.
• Reducing energy consumption by using more efficient street light and traffic lights, using renewable energy sources (wind, underwater turbines) to power homes and public buildings
• Waste management plan using barges and trains to export 90% of the city’s waste

Employment structure: Netherlands

Employment in the Netherlands is shifting more and more towards a service-based economy, while the proportion of people working in the primary and secondary sectors is at an all-time low.

While just under 7% of the workforce was employed in agriculture in 1970, this number has dipped to just under 2% in 2020, as machines and new technology have replaced the need for manual labour. Employment in industrial manufacturing and production has also fallen, in this case from over 35% to around 15% of the workforce. This comes as the country outsourced much of its manufacturing to China and East-Asia, and focussed more on highly specialist and complex services. Today, the country is home to several world-leading universities including TU Delft and the University of Amsterdam, and boasts many SaaS start-ups and software companies in urban areas like Amsterdam and Rotterdam. The growth of the tertiary sector may also be explained by favourable tax policies that encourage large service-dominated businesses to relocate to the Netherlands, along with a progressively more skilled workforce, as the number of university graduates has increased substantially between 1950 and 2020.

Squatter settlement in Rio de Janiero

Rio de Janiero is the second largest city in Brazil and has a population of 6 million people, of which nearly 17% – 1 million people- are favela-dwellers, living in the slums (called favelas) due to the extremely uneven distribution of wealth.

There are many problems for the shanty town inhabitants:

• Landslides: As the flat land in Rio de Janiero is inhabited by wealthier communties, most favelas are constructed on the mountainous slopes, where landslides are a common occurence (particularly due to excessive deforestation for firewood)
• Housing is made from scrap material which is vulnerable to flooding
• No clean water supply can lead to diseases such as typhoid, cholera or TB
• Sanitation is undeveloped or non-existent, eg. in Rocinha sewage flows down a large channel in the middle of houses. This allows disease to spread and may attract mosquitoes which are responsible for sicknesses such as malaria
• No proper electricity supply leads to dangerous tapping of electricity from the city’s power net
• Illegal activities and high crime rates due to many drug dealers, gangs and murderers

Slum upgrading strategies include :

• Increasing property rights (providing favela residents with titles to their home)
• Improving access to electricity and clean drinking water
• Local trash collection scheme: a bag of trash can be exchanged for a gallon of milk
• To reduce likelidehood of crime and improve education: toyguns can be exchanged for  comic books

Change in land use and resulting conflict: Stuttgart

In the German city of Stuttgart, the rail network is being redesigned as part of the urban development project Stuttgart 21. The construction of new rail tracks means that some of the surrounding land which was previously used for housing and agriculture is now being used for transportation purposes. This has caused significant conflict between proponents and opponents of the projects. Those in favour of the project argue that it aids urban development, as the new transport network with a high-speed railway track improves economic and social mobility. Meanwhile, those opposing the project argue that it damages the environment by contaminating groundwater, destroys historical monuments and devalues private property in the vicinity of the new railway line. Additionally, they point that the project blocks other transport network extensions in the state of Baden-Württemberg. Because of these different perspectives, Stuttgart 21 is so controversial that it has sparked regular, sometimes even violent, protests in the city.

Volcano: Eyjafjallajökull, Iceland, 2010

Image from: http://volcano.si.edu/volcano.cfmvn=372020.

Eyjafjallajökull is a stratovolcano in Iceland, located approximately 125 km SE of the capital Reykjavik. It is found along the Mid-Atlantic ridge, where new earth crust is created.

Lava eruptions in March 2010 were followed by an explosive eruption on April 14th 2010.The lava flows damaged many homes and roads and services were disrupted due to evacuation measures.

Flooding was caused as glacial ice melted and torrents of water were flowing down the slopes of the land. Also, ash covered large plots of agricultural land, damaging the crops.

The massive ash cloud blocked air traffic in large parts of Europe for several days, leaving tourists and business people stranded at their destinations.

Immediate responses included an emergency evacuation of more than 800 people. Longterm responses are the reconstruction of damages houses and roads and research on the effect of ash on air planes.

Earthquake: Haiti, 2010

On the 12th of January 2010 a 7.0 magnitude earthquake struck Haiti, the epicentre of the quake being merely 15 km SW of the capital city, Port-au-Prince.

Stress building up along the conservative margin between the North American Plate and the Carribean plate was released by slippage along the fault running parallel to the plate boundary south of Port-au-Prince. The major earthquake was followed by several aftershocks up to a magnitude of 5.0 on the Richter scale.

The earthquake resulted in approximately 230,000 deaths (massive loss of life), destruction of 180,000 homes and around 5,000 schools. It left 19 million cubic metres of debris in Port-au-Prince and many services were badly disrupted or destroyed. A major secondary effect was widespread chlora due to polluted drinking water.

Haiti suffered so much because of the widespread poverty that left more than 80% of the population in poorly constructed, high density concrete buildings. Lack of stable goverment and medical infrastructure limited search and rescue efforts. Furthermore, the earthquake had a shallow focus, resulting in severe ground shaking, and the epicentre was located close to the densely populated capital.

Short-term responses to the earthquake included search and rescue efforts, as well as the the import of food, water and shelter from the USA and Dominican Republic. Longterm responses included reparation of three-quaters of the damaged buildings. Besides, migration was common as people moved away to stay with their families. Also, people received cash or food in exchange for public reconstruction work and the World Bank pledged $US100m to support the reconstruction and recovery.

Tropical storm: Katrina, 2005

Hurricane Katrina was one of the deadliest hurricanes ever to hit the United States.

How did Katrina form?

• Levees failed to resist the force of the waves, causing 80% of New Orleans to become flooded
• More than 1000 people lost their lives
• Half a million houses were damaged in the Gulf Coast region
• Services in New Orleans were badly disrupted: no electricity, gas and sewage system for 6 months after the event
• $ 10.5 billion of immediate financial aid for the victims
• In the first two weeks after the storm, the Red Cross had brought 74,000 volunteers who provided shelter to 160,000 evacuees
• International aid from over 50 countries
• Rebuilding levees destroyed by Katrina

Tsunami in the Indian Ocean, 2004

On December 26th 2004, a tsunami occured in the Indian Ocean.

The tsunami was the direct consequence of a 9.0 magnitude earthquake that was caused by tension along the subduction zone of the Indo-Australian and Eurasian plates. This rupture triggered massive waves that reached an altitude of up to 30m.

The tsunami resulted in 250,000 deaths, with 170,000 fatalities in Indonesia alone. 13 countries were affected by the powerful waves, and an estimated total of 2 million people have been displaced, as their houses have been destroyed.

Created by Cantus

Short term responses included search and rescue efforts in the local communities, while internationally, people sent donations to help those in need.

An early warning system has been developed to predict future tsunamis in the Indian Ocean.

Coastal problems and opportunities: Wadden Sea Islands

The Wadden Sea provides a large diversity of fish species and other seafood animals, making fishery an important industry for the local communities. Besides, tourism is well established in the area, with around 800,000 visitors annually on the Dutch island of Texel alone.

By Aotearoa (Own work)  CC-BY-SA-3.0 , via Wikimedia Commons

However, the area is threatened by storm tides, particularly in fall and winter, which may cause floods that damage the unique ecosystem. Furthermore, the continuous eastward shift of the islands has eroded their westmost regions, endangering settlements such as West-Terschelling, which may submerge in future.

Coastal management strategies to protect the islands include dune grass planting and dune fencing. The newly planted grass traps and hold sand thereby reducing coastal erosion and encouraging the formation of new dunes. This makes the islands less vulnerable against erosion from storm surges.

Coral reef: Great Barrier Reef

The Great Barrier reef is located along the Pacific shores, where water temperatures are above 20°C. The reef grows in shallow areas (not more than 60 m deep) in the Coral sea, off the Australian coast, east of Cairns. It grows in clear water that is free of sediment so sunlight can pass through.

The Great Barrier reef is threatened by global warming, which increases coral bleaching. Besides, declining water quality (due to agricultural run-off from the rivers of North-Eastern Australia and oil from ships in discarded in the Coral Sea) pollutes the ecosystem. Also, overfishing destroys food chains and disbalances the symbiotic relationships. Furthermore, tourists may destroy parts of the reef when they go diving or reef-walking.

Management strategies:

The Australian government has made the Great Barrier reef a protected area by declaring it a marine park. The GBRMPA (Great Barrier Reef Marine Park Authority) is the ogranisation who looks after the reef and protects it from human threats while allowing sustainable development to take place. The Marine Park Authority gives out permits for fishing, diving and more and has boats patrol the area to prevent illegal activity. Tourists are educated about how their trip affects the reef and they are not allowed in certain sensitive areas. Also, fines of up to US$ 1 million can be forced on companies that pollute the fragile ecosystem.

Pollution in the North Sea

The North Sea is polluted by oil spillages from tankers in the Thames estuary washing out their tanks. As a result, oil clogs up the gills of fish, casuing them to die. Spillages also pollute the beaches along the British coast (eg. near Essex), which reduces the number of tourists. Besides pollution occurs through the disposal of untreated sewage from large urban areas such as Rotterdam, possibly possessing a human health risk along the Dutch coast. Also, pollutants from industrial waste in the Rhine river may be washed into the sea.

By Halava CC BY-SA 3.0

A spit: spurn head, holderness coast, uk.

Spurn head  is a sand and shingle ridge that extends from the headland south of Easington. It has been formed along the Holderness coast under the influence of prevailing winds from the North which result in wave refraction. Subsequently, longshore drift transports the coastal sediments, which deposit in the sheltered mouth of the Humber estuary.

Spurn Head, Holderness Coast

Ynyslas Dunes, Wales, UK

The Ynyslas Dunes in Wales have been formed by deposition, which occured as energy of winds blowing from Cardigan Bay was reduced. Westerly onshore winds picked up dry sand from the wide beach at the estuary of the Dovey (Dyfi) river. Obstructions on the beach caused a sheltered area. Maram grass colonised dunes and trapped further sand.

Bangladesh: Ganges-Brahmaputra Delta

The Ganges Delta in Bangladesh is the most populous river delta in the world. Around 30% of its population work in agriculture, as rice cultivation is well developed due to the fertile soils. Also, fishing is very prominent, as the distributaries are colonised by shrimps. However, the Ganges Delta is threatened by floods, especially from heavy rainfall during the monsoon season and icewater runoff from the slopes of the Himalaya.

Image of Ganges-Brahmaputra Delta from NASA

Water supply: colorado river basin.

The Colorado river originates from the Rocky Mountains, passing through 7 states before reaching Mexico. It is estimated that 40 million people rely on water from the 2,300 km long stream for domestic, agricultural and industrial purposes. Many dams and canals have been built to control this extreme demand; therefore, the Colorado river is one of the most controlled rivers in the world.

By Shannon, CC BY-SA 4.0-3.0-2.5-2.0-1.0

In 1922, the Colorado River Compact was introduced to divide the water supply between the states of the Upper and Lower Basin of the river, with each group being allocated 9.25 trillion litres of water each year. In 1944, a treaty was introduced to guarantee 1.85 trillion litres to Mexico.

Despite all these management agreements, problems over the river’s resources have arisen, because:

• River was commited to deliver 20.35 trillion litres per year, but only brought about 17.25 trillion litres anually
• Evaporation from lakes has remove 2.5 trillion litres, and even less during periods of drought
• Demand for water has increased, due to population growth and more irrigation for farmland.

Environmental problems:

• Alluvium becomes trapped behind dams (eg. Hoover Dam), damaging the delta and wetland ecosystem at the mouth of the Colorado river
• Salinity has increased in the lower basin, altering the ecosystem
• Reduction in the population of fish, shrimps and sea mammals

Resource management strategies:

• Reducing leakage from broken pipes
• Use of grey water in domestic homes
• Domestic conservation
• Improving irrigation (using drip irrigation) or growing crops with a lower demand for water
• Extraction water from ground water supplies
• Desalinisation of water from the Pacific ocean

(Information from: Greenfieldgeography )

China: Three Gorges Dam

The Three Gorges Dam is located near Yichang on the Yangtse River in China. It is approximately 180 m high and 2.3 km wide and has taken almost 17 years to construct.

The dam has protected 10 million people from flooding and its 32 generators provide energy for 60 million people (each generagtor produces as much energy as a small nuclear powerplant), enabling China to reduce its dependency on coal. It also allows shipping above the Three Gorges and has 6-folded the water traffic capacity. Also, the dam has created many jobs.

  Model of the Three Gorges Dam

However, the dam meant that 1 million people had to be moved to accomodate the reservoir and power stations. The Three Gorges Dam also interferes with aquatic life, being a major threat to the White Flag Dolphin, which is already at risk from extinction. Furthermore, the large masses of silt transported by the Yangtse deposit behind the dam, which reduces the storage capacity of the reservoir. Besides, the dam lies on a fault line and could be badly affected by an earthquake.

Central European floods 2013

Extreme flooding in Europe began after heavy rainfall in May and early June 2013. Precipitation at the northern rim of the Alps exceeded 300mm over four days. This, along with an already high soil moisture from the wet spring weather, gave rise to severe flood discharges in the Danube and Elbe rivers. Many dykes failed due to the pressure from the water masses, worsening the situation. Flash flooding was recorded in Warsaw as a result of a heavy thunderstorm.

25 fatalities have been recorded due to the 2013 floods. Thousands of people were evacuated in Germany, the Czech Republic and Austria. The total devastation amounted to 12billion €, with crop losses acounting for 1billion € worth of damage.  River traffic was blocked for several weeks and many railway lines were closed due to flood damage and landslides.

By Honza Groh (Jagro) (Own work) CC BY-SA 3.0

Short-term responses included search and rescue efforts and emergency evacuations. Members of the Red Cross built shelter camps for displaced residents. Military soldiers established sand bag walls to control the Elbe and Danube rivers and protect buildings in areas such as Dresden and Passau. In some rural regions, levees were destroyed to allow the water to escape onto flood plains and prevent uncontrolled damage downstream.

The governments of Germany, Austria and the Czech Republik are investigating into longterm measures to reduce the aftermath of future floods. Suggestions include reducing construction activities on flood plains and creating spillways to divert part of the flow in case of high discharge. Some dykes will be raised and stabilised to protect particularly vulnerable regions.

2011 East African Drought

The 2011 drought in Ethiopia,Djibouti, Kenya and Somalia was caused by the La Nina phenomenon, an ocean current in the Pacific which increased the intensity of westerly winds in the Indian ocean, pulling moisture away from East Africa and towards Australia and Indonesia.

• Most crops failed and 60% of cattle perished due to a lack of water
• Severe food crisis: lots of people suffer from starvation or malnourishment
• Thousands fled to refugee camps in hope of food aid from other countries, but many people died of starvation or disease en route

India: Thar Desert, Rajastan

The Thar Desert is dry as hot air rises at the equator and cools. The moistureholding capacity decreases; it rains. As the air moves away from the equator by advection, it cools and sinks at the tropics (where the desert is located). The sinking air warms up and its moisture-holding capacity increases, so the area is very dry. With the low humidity, there are few clouds to reflect the sunlight and as there is no evaporative cooling, most of the sunlight warms the ground surface, creating hot temperatures.

Vegetation:

Low precipitation and temperatures of up to 53°C result in scattered vegetation that has adapted to the extreme conditions. For instance, the Ber tree has a rapidly developing taproot system to survive in drought conditions. However, exept for a few trees, the desert is home to thorny bushes and shrubs. These have spiky leaves to reduce rates of evapotranspiration. Xerophilious grass has a small surface area to reduce water loss. Some species als remain dormant during long dry spells.

The Thar Desert is threatened by excessive irrigation which leads to salinization. Therefore plants can not take up water from th soil, as the soil has greater concentrations of solute than the roots. Soil quality is also decreasing as manure is used as an alternative fuel for firewood rather than to sustain nutrient-rich, fertile soils. Furthermore, population pressure results in overcultivation and overgrazing, especially around cities like Jodhpur and Jaisalmer, damaging the natural vegetation. The desert environment is also threatened by tourist attractions such as dune bashing. The toyotarisation disturbs animals, kills vegetation and creates dust stroms. Also, tourists may dump waste in the desert, poisoning flora and fauna.

Tropical Rainforest in Borneo

Borneo has experienced the fastest tropical rainforest clearance in the world. While 94 % of the island’s land was covered by forest in 1950, less than half of it remains today (44.5% in 2010).

The rainforest has been cleared for the following reasons:

• to boost Malaysia’s economy by exporting timber for furniture and paper production
• population pressure : Indonesia’s transmigration programme caused people to move from overcrowded islands as Java to relatively sparsely populated areas as Kalimantan
• to build palm oil plantations
• HEP : forest clearance to provide space for a reservoir in Sarawak (Malaysian Borneo)
• coal mining in Kalimantan

By T. R. Shankar Raman (Own work) CC BY-SA 4.0

Effects of clearance:

• atmospheric pollution – burning of forest releases enermous masses of ash and smoke
• global warming due to the release of Co2 from burning forests and reduction in carbon sink (as burnt trees do not absorb CO2 by photosynthesis)
• loss of biodiversity : loss of plant species through deforestation
• destruction of habitat: some species (eg. orang-utans) are unprotected due to lower forest cover
• loss of soil fertiliy : soil degration due to soil erosion and leaching
• Afforestation/reforestation and selective logging
• Promoting rainforests as destinations for ecotourism , enabling the undisturbed environment to create a source of income for local people without it being damaged or destroyed
• World-wide initiatives including debt-for-nature swaps: debt relief for retaining rainforests

Tourism in Lanzarote

With more than 2 million visitors annually,  tourism represents the major pillar of Lanzarote’s economy

• Climate: average water temperature of 20°C, and average air temperature of 21°C, very little rainfall and 8.5 hours of sunshine each day
• Numerous luxury and package hotels on beaches eg. Playa Blanca
• Jameos del Agua: an underground lagoon in a lava tube
• Timanfaya National Park
• El Golfo: an emerald green lake situated at the base of a crater on the west coast of the island
• Cueva de los Verdes
• Cactus Garden by Cesar Manrique
• Since the 1980’s , package holidays have created a source of income to promote the development of basic infrastructures, such as the extension of the airport runway to allow for international flights
• Employment opportunities in tourist industries eg. hotels, gastronomy, transport, tour guides

Disadvantages:

• Import leakage to fulfil tourist demands such as food, because only few types of vegetation can thrive on Lanzarote’s arid, volcanic soils

  Ecotourism in Belize

With 245 000 tourists annually, in 2007, over 25% of all jobs were in tourism, which made up over 18% of Belize’s GDP.

Primary and secondary attractions:

• Mangrove swamps
• Mountain pine forests and tropical rainforests
• Archaeological sites eg. Mayan civilization
• Wildlife reserves eg. Coxcomb Basin Wildlife Sanctuary

How tourist demands are managed:

• Belize Tourist board, Ministry of Tourism and private sector
• Community Baboon Sanctuary to preserve forest habitat and howler monkeys: sustainable farming to increase yield and services for tourists

Problems/Threats:

• Waste dumping and financial leakage due to cruise tourism
• Overfishing
• Coral damage and eutrophication of freshwater from fertilizer runoff
• conserve world heritage site of barrier reef
• increase knowledge of country’s ecosystems through training programmes
• reduce concentration of tourists in specific areas
• support planning and development of a buffer zone
• stricter regulations on cruise ships to reduce waste dumping
• persuade cruise tourists to spend more time on land

Maldives: Tourism as a development strategy

The Maldives are located south-west of India in the Indian ocean and consist of more than 1000 islands.

Tourism accounts for 28% of the Maldives’ GDP and more than 60% of its foreign exchange receipts.

Natural attractions:

• sea-sun-sand combination

Man-made attractions:

• luxury resorts and suites eg. Taj Exotica Resort and Spa on South Male Atoll
• Grand Friday Mosque in Male attracts religious tourists
• Water provided by desalination of sea water
• Energy produced by generators
• Waste dumped in landfill sites or sea (this problem is addressed by the compulsory installation of incinerators, bottle crushers and compactors in all resorts)
• Import leakage due to poor agricultural potential and no economic minerals
• External shocks: sea-level rise, tsunamis, terrorism, etc.
• Depletion of natural resources and climate change

How tourism in damaging the natural environment:

On the Maldives, tropical coconut palms are destroyed for building hotels. Consequently, the ecosystem is threatened as food chains are destroyed or disrupted. For example, lizards loose their natural habitat. Animals are also scared away by traffic. Besides, a ferry from Male every 10 minutes pollutes the seas, threatening the corals. The reefs are also destroyed as tourists take samples home and leave litter on the beaches that may kill reef fish. The atmosphere is polluted by the incineration of waste.

• Encourage linkage between tourism and other sectors as construction, manufacturing and transport (multiplier effect)
• Encourage foreign investment in the development of new resorts
• Increase employment
• Encourage solar and wind power

Global warming management: Maldives

The Maldives are located in the Indian Ocean, only 1,5 m above sea level on average, with 80% percent of the land below 1m.

By Giorgio Montersino on Flickr Licence: CC-BY-SA-2.0

Global warming is a substantial threat to the Maldives, as an increase in temperatures leads to the melting of icebergs, causing sea level rise that may submerge the island group.

The Maldivian Government has built a 3m high sea wall that surrounds the island of Male, to protect it from flooding and preserve its beaches. The sea wall was funded by the Japanese government.

Also, the Maldives plan to be a carbon neutral country by 2019. In other words, they try to avoid adding Co2 to the atmosphere, as carbon dioxide is considered to be responsible for global warming. This should be accomplished by encouraging the development of solar and wind energy.

Fuelwood in Mali:

Image from: Flickr by M Poudyal on 6. April 2007

For local people: The large-scale deforestation that is required to  supply for sufficient energy is problematic, as this energy source is likely to run out if not enough trees will be planted. Besides, deforestation requires people to travel farther to collect enough fuelwood. Deforestation also exposes the soil (as trees cannot trap it) so soil erosion is likely to occur. Furthermore, the burning of fuelwood releases toxic gases which may be trapped in the houses, causing breathing problems or even carbon monoxide poisoning.

Environmental: The widespread deforestation has reduced the humidity of the already dry region, as less plants release water by evapotranspiration.  Also, less roots are anchored in the soil, so the soil is more likely to be eroded. Furthermore, soil salinization is increased, as the cut-down trees no longer provide shade for the soil and the hot temperatures-caused by the desert climate of the Sahel- draw water out of the soil. As an increased soil concentration is poisonous to a large variety of plant species, the natural vegetation will be less likely to grow, and crop cultivation may be hampered.

Two other case studies on fuelwood:

http://geography-student.blogspot.de/2012/06/fuelwood-issues-with-usage-possiblities.html

Geothermal energy in Iceland:

Iceland is located along the Mid-Atlantic ridge, a divergent boundary where heat from the core of the Earth rises to the surface. The energy produced from this heat equates to around 30% of Iceland’s electricity production.

Cold water is pumped down to the igneous rock layers, where it is heated by contact with the hot rocks. The hot water is then piped up and the heat energy is converted to electricity.

Positive aspects:

• emission-free
• sustainable and potentially infinite
• 3/4 of the population live near geothermal sources (in the south-west of Iceland, near Reykjavik)

Negative aspects:

• obstruction that consumes land
• visual pollution
• regional limitations
• may release dangerous underground gases

(More information on: http://www.markedbyteachers.com/gcse/geography/iceland-geothermal-energy-case-study.html )

Solar power in India

India is particularly suitable for solar power due its large mass of land and its tropical location. Besides, solar power is considered a successful means to address India’s development problems.

Advantages of solar power:

• safe and pollution-free
• great potential in rural areas that are isolated from the national electricity grids eg. Dharnai village
• can be used effectively for low power uses as central heating

Disadvantages of solar power

• ineffective in high latitude countries and cloudy areas
• high initial capital input
• less effective for high output uses

Future plans:

• establishing an airport that relies solely on solar power in Cochin
• developing 50 solar cities
• creating world’s largest solar power station in Madhya Pradesh

Wind energy in Germany

Around 9% of the energy produced in Germany comes from wind turbines located both on shore and off-shore (in the North Sea and Baltic Sea).

Wind farms have been built in Germany starting from the 1990s, when awareness of Co2 as a contributing factor to global warming increased.

Primarily, the government fostered the production of onshore wind energy, as technical challenges prevented off-shore farms. The onshore farms were recognised as a cheap form of renewable energy, which does not contribute to air pollution, global warming or acid rain. On the other hand, people did not want to live near wind farms, as these were considered a form of visual pollution.

This issue was resolved by the development of off-shore farms, which are also more productive as there is more wind out at sea. However, the required network capacities for transmitting the power generated in the North Sea to the large industrial consumers in southern Germany have not yet been constructed.

Energy Supply in China

China sources most of its energy from non-renewable sources, with coal-powered plants accounting for roughly 65% of the country’s energy supply in 2020, according to data from the International Energy Association . Renewable sources accounted for another 30% of the country’s energy mix. In China, hydropower is the most-widespread source of renewable energy, and the country boasts many dams, including the Three Gorges Dam, which is the largest dam in the world. Wind, nuclear energy and solar power are also becoming more important as the country aims to transition to cleaner and more efficient energy sources, following the president’s call for an energy revolution.

Plantation: Rubber farming in Malaysia

Plantations are large farms producing a single cash crop (monoculture).

• tropical climate (21-28°C,  around 2000mm rainfall)
• Chinese and Indian labour imported to increase labour force
• location: lower mountain slopes forming the backbone of Malay peninsula; near railway lines and main port

• Planting in germination beds
• Tapping 5-7 years after planting to collect latex
• Latex is coagulated using acid
• Raw rubber washed and rolled to remove acid ad moisture
• Rubber is dried and smoked for stabilisation

Extensive commercial farming: Canadian prairies

• deep, fertile Chernozem soils
• large expanse of flat land (nearly 2 million square kilometres) to grow wide variety of cereals such as wheat, oats etc. in the provinces of Alberta, Manitoba and Saskatchewan
• able to use large machinery for harvesting
• below zero temperatures in winter break up soil to allow ease of ploughing
• good railway link to Great Lakes allowing export of cereal crops

Human inputs:

There is a very heavy reliance on machinery for ploughing, planting, spraying the crop and harvesting. A large proportion of expenditure goes toward machinery, chemicals and other equipment. Most of the work can be handled by just a few workers using machines such as combine harvesters and harrows. One or two extra helpers may be hired during planting or harvest time.

from: http://www.geoforcxc.com/economic-activities/wheat-farming-in-canada/

Intensive farming: Rice cultivation in Ganges Valley

• Alluvial (silt) soils
• Large labour force
• Temperatures: >21°C
• Monsoon rainfall and dry spells

• Bufallo manure for fertilising
• Weather conditions such as flooding or drought may threaten rice yields
• Monopoly of land: best farmland is owned by few wealthy people, other land owners struggle to cultivate rice in more difficult conditions, especially as they do not have the technology to increase soil fertility
• Little use of machinery and modern methods
• Food shortages: Overpopulation results in overcultivation on flood plains, leading to soil exhaustion and lower yields

Information from: http://geographyfieldwork.com/RiceFarm.htm

Pastoral farming in New Zealand

New Zealand is well known for its agricultural output from sheep farming and dairy farming.

Sheep farming inputs:

• Sheep were brought to New Zealand in the 1800s by British sailors. Initially, the sheep had few natural enemies, so their numbers increased rapidly.
• The sheep are also well adapted to the mild climate and the rich pasture, particularly on the mountainous slopes of South Island.

• Shearing to obtain wool

Sheep farming outputs:

• Meat: beaf and veel
• Sheep manure for fertilizing

Dairy farming inputs:

• Mild climate with high rates of precipitation
• Alluvial and volcanic soils on the flat planes of New Zealand

Dairy farming processes:

Dairy farming outputs:

Subsistence farming: Shifting cultivation in Amazon Rainforest, Brazil

Shifting cultivation is an agricultural practice in which areas of land are cultivated temporarily and abandoned as they become infertile. This allows the land to revert to its natural vegetation and is a sustainable farming technique. Shifting cultivation is mainly practised by indigineous tribes.

Subsistence farming in Lesotho

Lesotho is a landlocked country that borders South Africa. It relies heavily on subsistence farming, with an estimated 86% of the country’s population growing their own crops and maintaining livestock.

Subsistence farming is common in the lowlands northwest of Maseru, where the terrain is flat and thus suited for the cultivation of crops. In mountainous areas, many farmers also raise livestock to compensate for the lower yields from cultivation on mountain slopes.

Additionally,  subsistence farmers in vast parts of Lesotho raise livestock, which can be sold during drought years when crop yields are low. This provides food security for the farmer’s family.

Food shortages in South Sudan

In South Sudan, nearly 4 million people are severely affected by food shortages.

• Drought: Long-term decline in rainfall in southern Sudan (by 20% since 1970s)
• High population growth (4% in 2013) increases demand for food, so unsustainable farming practices such as overgrazing and overcultivation are used, resulting in land degradation and soil erosion
• Reliance on food imports from neighbouring countries: Uganda, Kenya and Sudan
• Civil war between government and rebel forces disrupts planting and harvesting and insecurity along transport routes has hampered the delivery of food and other humanitarian supplies

Water supply in Puglia, Italy

Puglia is one of the most water-scarce regions in Italy, and has very few fresh streams or natural rivers. Its aquifers are vulnerable to contamination by seawater, and so the area’s inhabitants b uilt a large aqueduct to tap into the fresh drinking water from an underground spring in the Campania region , located more than 160 km away. 

Today, cities in the Puglia region (such as Bari) still receive some of their water for domestic use from this original aqueduct. However, precipitation in the Campania region has become less frequent in recent years, and so less water is draining into the aquifer that feeds the acqueduct.

Therefore, Puglia also gets around 250 million cubic meters of water every year from the neighboring region of Basilicata . The local authorities have even considered piping water in across the Adriatic Sea from Albania, to help the region cope with supply shortages.

Soil erosion in Nepal

25% of Nepalese forest was removed between 1990 and 2005 and this trend continues at a rate of 3% per year.

Causes of land degradation in Nepal:

• Deforestation for fuelwood exposes soil to heavy monsoon rainfalls as there will be less vegetation to protect it, causing it to be washed away by extreme surface runoff. Besides, soil is not held together by tree roots, so it can be eroded by icewater runoff from melting glaciers.
• Soil dries out in areas of low rainfall and strong winds can then remove the loose particles
• Agricultural mismanagemnet: poor farming practises such as overcultivation and overgrazing (which deplete the soil’s nutrients) damage the ground vegetation and result in the compaction of topsoil
• Soil pollution through excessive use of persticides poisons bacteria and fungi and thereby disrupts symbiotic relationships

• Crop rotation prevents depletion of nutrients and replenishes soil fertility
• Contour ploughing rather than ploughing up and down the slopes to prevent rapid run-off, gully formation and loss of soil
• Fuelwood conservation: replacing trees where deforestation has taken place or is going to occur
• Environmental education: restrict tourist visits and demand larger fee for use of heating and cooking facilities; environmental education in schools

Transport risks and benefits: Expansion of Heathrow

Discussions about an expansion of Heathrow Airport, Europe`s busiest airport by passenger traffic, arose in 2006, and still, no final decision has been made, as supporters and opposition have been arguing about the benefits and disadvantages for 10 years.

Benefits of an expansion:

• Enhancing economic growth in the UK: Heathrow functions as a major transport hub for both business travellers and tourists, transporting around 70 million passengers annually
• Benefits for financial services industry in London and other independent firms eg. inflight catering, security services
• Better connectivity to other international cities, as more destinations can be scheduled
• Waiting times would be reduced as the airport operates at a lower capacity
• Construction provides up to 100,000 jobs

Disadvantages of an expansion:

• Increase in emission of greenhouse gases from additional flights
• Community destruction: removal of 4000 houses to make space for a runway
• Increased noise and air pollution in West London due to an increase in flights: roaring airplane engines and their exhaust fumes
• Impact on wildlife

High technology industry: Cambridge Science Park

Cambridge Science Park is a Europe’s largest centre for commercial research and development. It is located near Cambridge in the United Kindom, as Cambridge University provides a large supply of expert labour and allows for the sharing of technology. Besides, a large plot of land (152 acres/61.5 hectares) had been available for a low cost, as the facility is located outside of the urban area around London. Nevertheless, good transport facilities exist, including the M11 motorway link to London for the export of finished products and London Stansted International Airport which allows for worldwide trade.

Manufacturing industry: Pakistan’s Iron and Steel Industry

• flat, cheap land available at Pipri, near Gharo Creek
• near Port Qasim, which has a natural harbour to import raw materials and export steel
• close to market: steel-using industries in Karachi, such as tool making
• energy source from Pipri thermal power station and Karachi nuclear power station
• availability of cheap labour from Karachi
• along a railway: Karachi-Pipri-Kotri and metalled roads
• economic assistance from USSR: technical expertise and capital
• water required for making steel brought from Lake Haleji
• heating of ore to separate iron
• burning coke
• rolling into sheets and cutting into lenghts
• cast iron and pig iron
• gases: sulfur dioxide, carbon dioxide, nitrous oxide, hydrogen sulfide
• noise pollution from machinery disturbs wildlife
• visual pollution due to large, ugly factory buildings
• air pollution from burning iron ore, which releases carbon dioxide
• water pollution from contaminated cooling water, scrubber effluent and ships supplying raw materials
• depletion of freshwater supplies due to excessive requirement of water in production
• risk of fire and explosions

MNC: MC Donald’s

MC Donald’s is a company at the forefront of globalisation, with more than 35,000 outlets in 121 countries world wide. Founded in the United States in 1940, the company began as a barbecue restaurant operated by Richard and Maurice McDonald. Mc Donald’s employes nearly 2 million people to sell fast food.

• Each new store that is build creates jobs (eg. opening of Mc Donalds at Kennedybrücke in Vienna created 30 new jobs)
• Mc Donalds is involved in youth sports, local charities, and other inspiring events by donating via its charities.
• Salaries vary per country, and are generally low
• Sometimes considered to have poor working conditions

Facebook: A Transnational Corporation and its global links

Facebook is the biggest social network and social media platform in the world, connecting more than 2.8 billion people in the world.

Facebook has close links to businesses all of over the world, as it not only owns the messenger service Whatsapp and the social media platform Instagram, but also offers advertising space through its Facebook Ads service, and allows retailers and people to sell and trade goods in its market place.

In the past, Facebook has also come under fire for data partnerships with other TNCs including, but limited to, Amazon, Microsoft, Yahoo and Spotify. However, amidst privacy concerns, the company has had to reduce the strength of its global links, and is instead shifting towards a slightly more localised global approach.

Nonetheless, Facebook continues to maintain and develop strong global links through mergers and acquisitions, its headquarter location in Silicon Valley near other high-tech, and software firms, and its relationships with goverments and business networks all around the world.

Nike: A multinational company and its impact on less developed countries

Nike is a global sportswear company headquartered in Oregon in the United States. The company employs around 75.000 people around the world, with an additional 500.000 people working for companies to which Nike subcontracts most of its manufacturing in Eastern Asia.

Benefits for LEDCs:

• Nike factories create new jobs in countries like China, Vietnam, Thailand and Indonesia, allowing poorer people to earn a wage. The standard of living for many people improves, increasing the ability to access food and quality housing.
• Nike has invested in and promoted the development of transport infrastructure in the areas near the factories. Better roads make it easier for the population to get around, and this has a positive ripple effect on other economic activity.
• Poor health and safety standards are a major threat to people employed in the factories.
• Short-term contracts and payment below the national living wage also have a devastating impact on the local community. For example, in one Cambodian factory that produced apparel for Nike, several women collapsed after working 10 hour days, six days a week , and they reported feeling hungry and exhausted.
• Natural resources such as oil are being overexploited, as they are required for manufacturing. This has a negative impact on the local environment.
• Factories are often footloose. This means Nike could relocate to another less developed area if the local conditions or government policies are deemed unfavourable – with a devastating impact on employment and the local economy.

You can find out more about Nike and its impact on LEDCs here .

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170 thoughts on “ Case Studies ”

May 1, 2024 at 3:26 pm

Can you send me a PDF file? I really need this urgently, I have my paper 1s tomorrow and I want to print this out to help me!

May 2, 2024 at 11:11 am

Hi Sunny, I’ve sent you the PDF. All the best for your Paper 1 tomorrow.

May 1, 2024 at 8:02 am

hi thanks so much for providing this, it’s going to be such a huge help for geo this year do you mind sending a pdf copy 🙂

May 2, 2024 at 11:12 am

Should be on its way 🙂

April 28, 2024 at 12:07 pm

do you have case studies on river formations as well (ex: levees, canyons, v shaped valleys etc) and coast formation (ex: spit, bars, etc)

May 2, 2024 at 11:32 am

Hi ella, There is a case study on the formation of a spit: Spurn Head, Holderness Coast, UK on this page. as well as the Ganges delta. As far as I am aware, you only need case studies on the opportunities presented by a river/area of coast, the associated hazards and their management in the current CIE IGCSE syllabus. Best, Carina

April 28, 2024 at 12:03 pm

thank you. can i please have a pdf. also, how can i memorise all these before the test in 3 days??😭

May 2, 2024 at 11:14 am

Sure, sent it to you. I’m sure you’ll do fine – if you know the core stuff well, just focus on memorising locations/place specific info and I’m sure you’ll do fine. Most examiners don’t bother to fact check what you write anyway, so if in doubt, write what you think you remember and you might still get a point even if you’re somewhat off.

April 24, 2024 at 12:03 pm

Hi can I have to pdf copy of this. Also do you have any tips for memorising the case study

P.S Keep up the fantastic work its much appreciated 🙂

April 24, 2024 at 7:09 pm

Thanks Johnathon, I’m glad you find it helpful. I’ve sent you a PDF.

As for memorising the case studies: If you know the core material well, all you need to really remember is a place-specific reference, or something specific to that location. For example, if you have a case study on flooding, and you know a little bit about the general area where the flood occurred, you can quite easily deduce that houses may have been damaged or destroyed, railway lines and other modes of transport blocked, etc. Then all you’d have to remember is some specific fact related to the flood. What really helped me was having 2-3 specific things I knew about the location already, so I didn’t have to memorise one specific fact and hope that I remember. For example, for the Central European floods I knew (because I saw this on TV at the time) that a dike near the town of Deggendorf broke, and water rose to a record-breaking 8 metres causing the town to flood, while the Austrian stretch of the Danube saw all shipping halted. So having some kind of personal connection to or interest in the location of the case studies really helps.

Apart from that, I would just practice with a lot of past papers, and check my answers against the mark scheme. If you do 1-2 case study questions a day, you become quite good at them quickly.

Best wishes and good luck with the case studies Carina

April 19, 2024 at 12:23 pm

Please can you kindly send a pdf copy of the case studies and notes? Thank you

April 24, 2024 at 6:58 pm

Sent it to you 🙂

April 16, 2024 at 5:10 pm

do you know what the case studies 7 marker questions could be in IGCSE CIE geography 2024 may/june

April 24, 2024 at 7:27 pm

Hi Josiah, I don’t know what will come up, but my guess is something on ageing population, urban land use, coral reefs, energy use in a country, and a specific agricultural system or deforestation. Hope this helps. Best wishes, Carina

March 22, 2024 at 4:54 pm

Hi Carina! i’m new to teaching the course and after the first assessment with my students I realise they are struggling with the case study questions. Would you allow if I share these as notes with my students? If yes, may i request for a pdf, thank you so much.

Like Liked by 1 person

March 23, 2024 at 10:39 am

Hi Nikhat, Sure, feel free to share the notes with your class. I’ve sent you the PDF as well. All the best teaching the course!

March 21, 2024 at 11:27 am

can i have a pdf copy plssss

March 23, 2024 at 10:38 am

Yes, sent it to you.

March 16, 2024 at 11:33 pm

Please can you kindly send a pdf copy of the case studies? Thank you.

March 17, 2024 at 9:50 am

March 15, 2024 at 1:51 am

Hey i like this, thank you. Can i get a pdf copy of this?

March 17, 2024 at 9:51 am

Sure, is on its way 🙂

January 22, 2024 at 2:29 pm

can i have a pdf copy pls

March 17, 2024 at 9:53 am

January 15, 2024 at 11:44 pm

Very helpful notes eyy can l kindly get a PDF of these case studies please l will really appreciate

March 17, 2024 at 9:54 am

Thank you, PDF is on its way.

December 9, 2023 at 5:09 pm

Hi, Do you have case studies for flooding of a river? Thanks.

March 17, 2024 at 9:57 am

Hi Z, yes, just look for the “Central European floods” or “Danube” and “Elbe” on this page. Best, Carina

November 29, 2023 at 7:46 pm

Very useful, thank you! May I have a pdf copy?

March 17, 2024 at 9:55 am

Thanks Paula. PDF is on its way.

November 15, 2023 at 5:32 am

Thank you，it is really helpful. May I have a pdf copy of this?

November 26, 2023 at 9:51 am

Sure, sent you an e-mail

September 28, 2023 at 1:19 am

Hi. Do you have any predictions for 7 mark questions (case study) for October/November IGCSE paper 1?

September 28, 2023 at 10:06 am

Hi Y, You could get case studies on a rapidly growing urban area in a developing country, over- or underpopulation, tropical areas or hot deserts, the risks and management of coastlines, a TNC and its global links and agricultural systems. As always, please take these predictions with a grain of salt, as I have no way of knowing what will be on the exams Best of luch for your revision 🙂 Carina

August 22, 2023 at 5:03 pm

Do yo have an case studies on coasts and the causes of overpopulation and eruption in eyjajjallojokull

September 28, 2023 at 9:50 am

Hi Tanatswa, Yes, you can find the case studies on this page: https://igcsegeography.wordpress.com/revision-materials/case-studies/

August 17, 2023 at 12:01 pm

This is great and i recommend it to my students. So helpful.

June 16, 2023 at 2:22 pm

hi is there a igcse workbook with answers

June 21, 2023 at 5:33 pm

Hi Renee, Some providers such as Hodder Education seem to have IGCSE workbooks and then offer a subscription service to teachers that include answers for those workbooks. But generally the answers are very hard to get as a student – this is one of the reasons why I recommend practising with past papers, as mark schemes are usually published online if you search hard enough 🙂 Best, Carina

June 4, 2023 at 7:16 pm

These are wonderful study notes

May 9, 2023 at 6:38 pm

So useful so detailed

April 24, 2023 at 8:09 am

Hi, Do you have any case studies on urban sprawl? if so please send it.

May 1, 2023 at 10:43 am

Hi J, You can find some information on urban sprawl in Nottingham on this page: https://igcsegeography.wordpress.com/2016/06/06/case-study-answer-series-summer-2008/ Hope this helps. Best, Carina

June 21, 2023 at 4:37 am

Please send me a pdf of these case studies . They are really helpful

June 21, 2023 at 5:23 pm

Hi Gladys, Just sent you an email Best of luck Carina

April 16, 2023 at 12:15 pm

Hi, Any predictions for the IGCSE CIE Paper 1, 2 and 4? Especially for Paper 1; there is so much heavy content!!I have my first exam, paper 1 in about two weeks- Thank you!:)

April 16, 2023 at 12:26 pm

Hey Martina, Did you see my reply from February yet? I would guess that in Paper 1, you’ll see a case study on either energy or development, questions around rivers and earthquakes or volcanoes, and perhaps birth and death rates, and international migration, as well as settlement types or land use. Best, Carina

April 16, 2023 at 12:46 pm

Did not! Just checked! Thank you anyhow for answering again:)! What kind of questions could they ask us in terms of rivers earthquakes or volcanoes?

March 30, 2023 at 11:51 am

Hello. Will this apply for the 2023 October/November IGCSEs?

April 16, 2023 at 11:59 am

Hello Tshepi, These case studies might apply in October 2023, but you’re always best off checking the official syllabus: https://www.cambridgeinternational.org/Images/596947-2023-syllabus.pdf Best, Carina

March 7, 2023 at 2:48 pm

hi, do you have any predictions for march 2024 paper1?

April 16, 2023 at 11:57 am

Hey Anvi, It’s a bit early for predictions for March 2024, as the Summer 2023 papers still haven’t been completed. But feel free to ask me again in late Autumn. Best, Carina

March 20, 2024 at 1:01 am

Hey! Do you have any predictions for the march 2024 paper 1 now? I would also love it if you sent me the pdf💓

March 29, 2024 at 3:37 pm

Hi, do you have predictions for P1 May 2024?

April 24, 2024 at 7:21 pm

Hi Hanzo, I have no way of knowing what questions will be on the May 2024 paper, so please do not rely solely on my predictions as you prepare for exams. That said, I would expect population-related questions (e.g. population growth/decline, ageing population), coasts and tropical rainforests/desert environments to come up. You might also have questions about food and energy production or water supply. For case studies, I wouldn’t be surprised if they on urban land use, coral reefs, energy use in a country, and a specific agricultural system or deforestation. But please do take these predictions with a grain of salt. Best wishes for your exams Carina

February 21, 2023 at 9:18 am

Thank you so much for this! It was so so so helpful:) Any predictions for the May/June Exams this year? All of the extended papers(no course work)

February 26, 2023 at 10:19 am

Hi Martina, I don’t know what questions will come up in the May /June 2023 exams, so please take these predictions with a grain of salt. My best guess is that you might see some questions around birth and death rates, international migration, settlement types and/or land use. I wouldn’t be surprised if there was something on earthquakes and volcanos, and perhaps rivers and or a case study on coral reefs. You could also have questions around water supply, perhaps with a case study on energy, and tourism or development is likely to come up as well.

January 9, 2023 at 7:45 am

Hi! Do you have any predictions for the May/June 2023 Paper 1? Like, which case studies do you think are likely to come up?

February 26, 2023 at 10:21 am

Hey Livia, sorry for the delay in replying I’ve just made a few predictions – you can find them if you look for my reply to Martina on this page. Best, Carina

July 3, 2022 at 10:04 am

Thanks so much i found this very helpful.

May 30, 2022 at 6:27 pm

Thank you so much, this information has been really helpful to me in my Geography

May 3, 2022 at 10:36 pm

what are your predictions on the may june 2022 paper 1?

May 11, 2022 at 7:45 pm

Hi eisha, You can find my prediction in the comments section of this page: https://igcsegeography.wordpress.com/revision-materials/industrial-systems/ Best, Carina

May 1, 2022 at 5:33 pm

Also, is it really okay if I got stuck in the test and had to invent a place specific reference. I’ve always wondered how they correct the papers given all those student responses on different countries, tho

May 11, 2022 at 7:37 pm

Hi Jana, you’ll probably be fine inventing something if you really do get stuck, as long as it is remotely reasonable. Just keep in mind that examiners can Google stuff, or may even be from your country, so whatever you do invent probably shouldn’t be contradicted by a quick online search 🙂

May 1, 2022 at 5:21 pm

Hi Carina! Love your website! Do you have any tips or recommendations on the May Jun 2022 series for geography?

May 1, 2022 at 11:03 am

Hi, this might be a dumb question but would you recommend memorising all these case studies, or should we only need to know a certain amount, and in certain areas for the exams?

May 11, 2022 at 7:41 pm

Hi Luke, I would recommend learning the core concepts very well and at least memorising a case study for all frequently occuring topics (e.g. 1 volcano, one earthquake, one river with certain features, one coastal area, one country with population change, urban vs. rural settlement, etc.). I would try to memorise especially those case studies that you can’t find an example for in your local area,, as you probably know your city and surrounding area well enough to come up with something reasonable on at least some of the questions in the exam. Best, Carina

April 30, 2022 at 12:11 pm

thanks so much for this, exams are in less than a week and this i just what i needed :)))

May 11, 2022 at 7:43 pm

April 25, 2022 at 5:52 am

Paper 1 is almost a week away and I had very little knowledge on any case studies prior to just a few days ago. This compilation of case studies has been a great help to me, so I’d just like to say thanks!

May 11, 2022 at 7:46 pm

Thanks Ezad, I am glad you found the case studies helpful!

March 28, 2022 at 11:22 am

Dear Carina who compiles this – this is a mother trying to help her 13 years old to review – this is AMAZING resource!!!!!!!!!!!! THANK YOU!

May 11, 2022 at 7:49 pm

Thanks Grace, it means a lot to me! Best, Carina

January 23, 2022 at 6:21 pm

Hello, Are the case studies grouped, for example, are all the ones about tourism together? Thank you very much

March 20, 2022 at 9:49 am

Hi salman, the case studies are loosely grouped, so you will find all the case studies related to a particular topic after each other. Best, Carina

November 3, 2021 at 2:18 pm

This is a great resource. well done!

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Geography exam techniques

Part of Geography Geographical skills

What do you know?

What is meant by a case study in geography?

Show answer Hide answer

A case study is an in-depth, detailed examination of a particular place. This could be a country, such as China, or an event, like the 2010 earthquake in Haiti.

• Look at command words and key words to help you answer geography exam questions.
• Plan the structure of your answers to ensure you answer each question fully.
• Use evidence from case studies to succeed in exam questions.

How to answer exam questions

There are a number of different types of question that could be asked in a geography exam or assessment. Each type needs a particular technique in order to answer it.

There are two important things you must focus on to succeed in an exam or assessment question in geography:

• reading the question
• structuring your answer

More on Geographical skills

Find out more by working through a topic

Carrying out fieldwork and independent investigations

• count 6 of 10

Presenting fieldwork and independent investigations

• count 7 of 10

Using an atlas

• count 8 of 10

Numeracy in geography

• count 9 of 10

GeographyCaseStudy.Com

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Welcome to GeographyCaseStudy.Com – a site for International Baccalaureate (IB) Diploma Programme (DP) Geography teachers and students.

Use the ‘Topics’ menu at the top of every page to navigate to detailed explanations of IBDP Geography units such as Urban Environments, Global Climate Change, Leisure Tourism and Sport and more, with a full references list and questions at the bottom of the page to test student understanding. Teachers can use the ideas in the ‘Other tasks’ section of each page as the main lesson activity.

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Case Studies in Geography Education as a Powerful Way of Teaching Geography

• First Online: 20 October 2016

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• Eduard Hofmann 5 &
• Hana Svobodová 5  

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A case study presents an appropriate form and method of providing students with a solution of real situations from the surroundings in which they live. This is called “powerful teaching”, and it is designed to help pupils and students to be able to cope with the rigours of everyday life through geography education. This method is not so well known and used in Czechia as abroad, where it is known under the name “powerful knowledge” or “powerful teaching”. For this reason the introductory part of this chapter devotes enough space to understand “powerful learning” and noted how it differs from inquiry-based, project-based, problem-based, student-centred and constructivist approaches to learning. Knowledge from the Czech geography education is in our case used for solving a case study in a decisive process in which students solve options and consequences of the construction of a ski resort in Brno (in Czechia). They submit their conclusions to the municipal council for assessment.

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Adamová, K. (2014). Wilsonův les [Wilson forest]. Průvodce Brnem. http://www.pruvodcebrnem.cz/wilsonuv-les . Accessed 8 Aug 2015.

Bláha, J. D., & Hátle, J. (2014). Tvorba náčrtů a plánků ve výuce geografie [Creation of sketches and hand-drawn maps in geography teaching]. Geografické rozhledy , 23 (4), 13–14.

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Hofmann, E. (2015). Dělení terénní výuky podle různých kritérií [Dividing of the fieldwork according to various criteria]. Nepublikovaný rukopis/Unpublished Manuscript.

Hofmann, E., & Svobodová, H. (2013). Blending of Old and New Approaches in Geographical Education: A Case Study. Problems of Education in the 21st Century, 53 (53), 51–60.

Hopkins, D. (2000). Powerful learning, powerful teaching and powerful schools. Journal of Educational Change, 1 (2), 135–154.

Janko, T. (2012). Nonverbální prvky v učebnicích zeměpisu jako nástroj didaktické transformace [Non-verbal elements in textbooks of geography as an instrument of didactic transformation]. (disertační práce/thesis), Brno: Pedagogická fakulta MU.

Job, D. (1999). Geography and environmental education: An exploration perspective and strategies. In A. Kent, D. Lambert, M. Naish, & F. Slater (Eds.), Geography in education: Viewpoints on teaching and learning (pp. 22–49). Cambridge: Cambridge University Press.

Kárný, M. (2010). Sjezdovky v Brně? Zatím zůstává jen u přání [Ski Slopes in Brno? Yet Remains only in Wish]. Deník 4. 1. 2010. http://brnensky.denik.cz/serialy/sjezdovky-v-brne-zatim-zustava-jen-u-prani20100103.html . Accessed 8 July 2015.

Kol. (2013). Rámcový vzdělávací program pro základní školy RVP ZV [Framework education programme for basic education FEP BE]. Praha: Ministerstvo školství, mládeže a tělovýchovy, VÚP. http://www.msmt.cz/vzdelavani/zakladni-vzdelavani/upraveny-ramcovy-vzdelavaci-program-pro-zakladni-vzdelavani . http://www.vuppraha.cz/wp-content/uploads/2009/12/RVP_ZV_EN_final.pdf . Accessed 24 Aug 2015.

Lenon, B. J., & Cleves, P. (2015). Geography fieldwork & skills: AS/A level geography . London: Collins.

Maňák, J. (1994). Nárys didaktiky [Outline of didactics]. Brno: Masarykova univerzita.

Olecká, I., & Ivanová, K. (2010). Případová studie jako výzkumná metoda ve vědách o člověku [Case study as a research method in human science]. EMI , 2 (2), 62–65.

Tejeda, R., & Santamaría, I. (2010). Models in teaching: A powerful skill. In Proceedings of the 7th WSEAS International conference on engineering education (pp. 77–85). Sofia: World Scientific and Engineering Academy and Society (WSEAS).

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Hofmann, E., Svobodová, H. (2017). Case Studies in Geography Education as a Powerful Way of Teaching Geography. In: Karvánková, P., Popjaková, D., Vančura, M., Mládek, J. (eds) Current Topics in Czech and Central European Geography Education. Springer, Cham. https://doi.org/10.1007/978-3-319-43614-2_7

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Class 11 Geography Case Study Questions

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Download the app to get CBSE Sample Papers 2023-24, NCERT Solutions (Revised), Most Important Questions, Previous Year Question Bank, Mock Tests, and Detailed Notes.

Looking for CBSE class 11 Geography case study questions? You’re in luck! myCBSEguide offers all CBSE notes, case study questions including Class 11 Geography under one roof.

The objective of this post is to give an idea to students of Class 11 Geography about the type of case study questions asked in CBSE class 11 Geography. This post will help students to improve their performance by giving a hint about the types of case study questions asked in the Class 11 Geography paper. All the case study questions are based on the NCERT textbook.

The syllabus of Class 11 Geography

The CBSE Class 11 Geography Syllabus is designed by subject specialists to prepare students for higher classes and competitive tests. Considering the CBSE Class 11 Geography Syllabus would provide students an idea of what they will study over the academic year. Class 11 Geography Syllabus is essential for students to begin their studies on the right foot. Class 11 Geography is covered in three NCERT books.

• Fundamentals of Physical Geography
• India: Physical Environment
• Practical Work in Geography

Class 11 Geography Syllabus (2022-23)

The Case Study questions for Class 11 Geography are designed to test students’ ability to apply knowledge to real-world scenarios. You will need to use your critical thinking and problem-solving skills to come up with the best solution. Class 11 Geography case study questions are meant to challenge you and help you hone your skills. So, make sure you give them your best shot!

Class 11 Geography Case Study Questions Samples

MyCBSEguide has a team of experienced and qualified teachers who are experts in the field of geography. They have prepared the Class 11 Geography case study questions in such a way that it will help the students to understand the concepts easily and score good marks in the Class 11 Geography examinations. Class 11 Geography case study questions are comprehensive and cover all the topics of the syllabus. We are providing sample Class 11 Geography case study questions.

Class 11 Geography Case Study 1

Read the passage/case study carefully and answer the questions:

The Indian monsoon is the most prominent of the world’s monsoon systems, and primarily affects India and its surrounding water bodies. It blows from the northeast during cooler months and reverses direction to blow from the southwest during the warmest months of the year. This process brings large amounts of rainfall to the region during June and July.

• What is meant by the bursting of the monsoon?
• Why does the Tamil Nadu coast remain dry during the southwest monsoon?
• What is the direction of winds in Kerala during the retreating monsoon?

Answer Key:

• The sudden onset of the moisture-laden winds associated with violent thunder and lightning is often termed as the ‘break’ or ‘burst” of the monsoon.
• It is situated parallel to the Bay of Bengal branch of southwest monsoon.
• It lies in the rain shadow area of the Arabian Sea branch of the south-west monsoon.
• The direction of winds in Kerala during retreating monsoon is from north to east and from east to west.

  Class 11 Geography Case Study 2

Read the passage/case study carefully and answer the questions: The term ‘feudalism’ has been used by historians to describe the economic, legal, political and social relationships that existed in Europe in the medieval era. ‘Feud’ means ‘a piece of land’, it refers to the kind of society that developed in medieval France, and later in England and in southern Italy. In an economic sense, feudalism refers to a kind of agricultural production which is based on the relationship between lords and peasants. The latter cultivated their own land as well as that of the lord. The peasants performed labour services for the lords, who in exchange provided military protection. They also had extensive judicial control over peasants. Thus, feudalism went beyond the economic to cover the social and political aspects of life as well. Although its roots have been traced to practices that existed in the Roman Empire and during the age of the French king Charlemagne (742-814), feudalism as an established way of life in large parts of Europe may be said to have emerged later, in the eleventh century.

Feudalism refers to the kind of society that developed in medieval France, and later in England and in southern Italy. What do you understand by the medieval era?

• (a) Period between the fifth and the fifteenth century

(b) Period between the tenth and the fifteenth century

(c) Period between the fifth and the nineteenth century

(d) Period between the sixth and the eleventh century

The word ‘feud’ is derived from which language?

(c) English

Feudalism became an established way of life during the era of _______________.

(a) Democrats

(b) Conservatives

(c) Dictator

• (d) Monarch

Class 11 Geography Case Study 3

Read the passage/case study carefully and answer any three questions:

The nobility had, in reality, a central role in social processes. This is because they controlled land. This control was the outcome of a practice called ‘vassalage’. The kings of France were linked to the people by ‘vassalage’, similar to the practice among the Germanic peoples, of whom the Franks were one. The big landowners – the nobles – were vassals of the king, and peasants were vassals of the landowners. A nobleman accepted the king as his seigneur (senior) and they made a mutual promise: the seigneur/lord would protect the vassal, who would be loyal to him. This relationship involved elaborate rituals and exchange of vows taken on the Bible in a church. At this ceremony, the vassal received a written charter or a staff or even a clod of earth as a symbol of the land that was being given to him by his master. The noble enjoyed a privileged status. He had absolute control over his property, in perpetuity. He could raise troops called ‘feudal levies’. The lord held his own courts of justice and could even coin his own money. He was the lord of all the people settled on his land. He owned vast tracts of land which contained his own dwellings, his private fields and pastures and the homes and fields of his tenant-peasants. His house was called a manor. His private lands were cultivated by peasants, who were also expected to act as footsoldiers in battle when required, in addition to working on their own farms.

Which of the following is incorrect with respect to given passage?

(a) A noble was lord of each and every person settled on his land.

• (b) The first order held judicial authority and even the authority to issue coins.

(c) In reality, the nobility played a crucial part in social processes.

(d) The house of noble was known as manor.

What was the origin of the title “lord” for the nobility?

(a) It was meant as the one who provides military protection

(b) It was meant as the one who provides land

(c) It was meant as the one who provides bread

(d) It was meant as the one who provides land, bread and military protection

Pick the odd one out with respect to nobility.

• (a) Cultivate their private fields themselves

(b) They enjoyed a privileged status (c) Absolute control over the property

(d) Coin his own money

• (c) It was meant as the one who provides bread.

Benefits of Class 11 Geography Case study Questions

Class 11 Geography case study questions can be extremely beneficial for students.

For one, they can help students learn how to analyze and think through complex problems. Additionally, Class 11 geography case study questions can help students learn to apply theoretical concepts. Finally, working through class 11 geography case study questions can help students develop important research and writing skills. Ultimately, solving class 11 case study questions can be a highly valuable learning experience for Class 11 Geography students.

Map Work in Class 11 Geography

Map work is an integral part of geography and is taught in CBSE class 11 Geography. It helps students understand the physical features of the earth and interpret them in relation to other features. Maps also help students understand the distribution of natural resources, climatic zones, population density, etc.

In Class 11 Geography students are taught to read and interpret different types of maps. In Class 11 Geography Map work helps students develop skills in observation, analysis and interpretation. It also helps them develop problem-solving and decision-making skills.

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Case Study Questions for CBSE Class 11 Geography

• Last modified on: 2 months ago
• Reading Time: 7 Minutes

Table of Contents

Taking a close look at the CBSE Sample Papers and Marking Scheme, we have pointed out the important topics for CBSE case study questions in Class 11 Geography. This is crucial info for students because it gives them a heads-up on changes in the exam pattern. To understand this better, students can check out this article of Class 11 case study questions here. It’s like a guide to help them prepare smartly for the exams.

Here we are providing case study questions for CBSE Class 11 Geography. All chapters are covered. Students are suggested to go through each and every question to score better marks in the exam.

Click on the chapter to view

CBSE Class 11 Geography Case Study Questions

Old chapter list, fundamentals of physical geography.

• Chapter 1 Geography as a Discipline
• Chapter 2 The Origin and Evolution of the Earth
• Chapter 3 Interior of the Earth
• Chapter 4 Distribution of Oceans and Continents
• Chapter 5 Minerals and Rocks
• Chapter 6 Geomorphic Processes
• Chapter 7 Landforms and their Evolution
• Chapter 8 Composition and Structure of Atmosphere
• Chapter 9 Solar Radiation, Heat Balance and Temperature
• Chapter 10 Atmospheric Circulation and Weather Systems
• Chapter 11 Water in the Atmosphere
• Chapter 12 World Climate and Climate Change
• Chapter 13 Water (Oceans)
• Chapter 14 Movements of Ocean Water
• Chapter 15 Life on the Earth
• Chapter 16 Biodiversity and Conversation

Also read: Class 11 Geography Chapterwise Assertion Reason Questions

Geography: India Physical Environment

• Chapter 1 India: Location
• Chapter 2 Structure and Physiography
• Chapter 3 Drainage System
• Chapter 4 Climate
• Chapter 5 Natural Vegetation
• Chapter 6 Soils
• Chapter 7 Natural Hazards and Disasters

Practical Work in Geography

• Chapter 1 Introduction to Maps
• Chapter 2 Map Scale
• Chapter 3 Latitude, Longitude and Time
• Chapter 4 Map Projections
• Chapter 5 Topographical Maps
• Chapter 6 Introduction to Aerial Photographs
• Chapter 7 Introduction to Remote Sensing
• Chapter 8 Weather Instruments, Maps and Charts

Importance of Practicing Case Based and Passage Based Questions for Class 11 Geography

Practicing case study and passage-based questions in Class 11 geography is pretty valuable. Here’s why:

• Real-world Application: Geography often deals with real-world situations. Case studies help you apply your theoretical knowledge to practical scenarios, making your learning more meaningful.
• Analytical Skills: These questions require you to analyze information from passages and case studies, honing your analytical skills. This is crucial not just for exams but for understanding complex geographical issues in the world.
• Understanding Different Perspectives: Geography involves diverse perspectives on issues like climate change, urbanization, and resource management. Working on case studies helps you appreciate different viewpoints and develop a well-rounded understanding.
• Exam Preparation: Since these types of questions are common in exams, practicing them prepares you for what to expect. It ensures you’re comfortable tackling such questions during the actual test.
• Enhanced Research Skills: Case studies often require additional research to fully comprehend the context. This enhances your research skills, an important aspect of studying geography.
• Critical Thinking: Dealing with passages and case studies encourages critical thinking. You’re not just memorizing facts; you’re evaluating information and forming reasoned conclusions.
• Practical Application of Concepts: Geography isn’t just about memorizing facts and figures. Case studies allow you to practically apply the concepts you’ve learned in the classroom to real-world situations.

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Class 9 Geography Case Study Questions Chapter 5 Natural Vegetation and Wildlife

• Post author: studyrate
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• Post category: class 9th
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Case study Questions in Class 9 Social Science Chapter 5 are very important to solve for your exam. Class 9 Social Science Chapter 10 Case Study Questions have been prepared for the latest exam pattern. You can check your knowledge by solving case study-based questions for Class 9 Geography Case Study Questions Chapter 5 Natural Vegetation and Wildlife

Join our Telegram Channel, there you will get various e-books for CBSE 2024 Boards exams for Class 9th, 10th, 11th, and 12th.

In CBSE Class 9 Social Science Paper, Students will have to answer some questions based on Assertion and Reason. There will be a few questions based on case studies and passage-based as well. In that, a paragraph will be given, and then the MCQ questions based on it will be asked.

Natural Vegetation and Wildlife Case Study Questions With Answers

Here, we have provided case-based/passage-based questions for Class 9 Social Science Chapter 5 Natural Vegetation and Wildlife

Case Study 1: These forests are restricted to heavy rainfall areas of the Western Ghats and the island groups of Lakshadweep, Andaman, and Nicobar, upper parts of Assam and Tamil Nadu coast. They are at their best in areas having more than 200 cm of rainfall with a short dry season. The trees reach great heights up to 60 meters or even above. Since the region is warm and wet throughout the year, it has luxuriant vegetation of all kinds – trees, shrubs, and creepers giving it a multilayered structure. There is no definite time for trees to shed their leaves. As such, these forests appear green all the year round. Some of the commercially important trees of this forest are ebony, mahogany, rosewood, rubber, and cinchona. The common animals found in these forests are elephants, monkeys, lemurs, and deer. One-horned rhinoceroses are found in the jungles of Assam and West Bengal. Besides these animals, plenty of birds, bats, sloths, scorpions, and snails are also found in these jungles.

These forests are restricted to heavy rainfall (more than 200 cm) areas of the Western Ghats. (a) Tropical Evergreen Forests (b) Tropical Deciduous Forests (c) Tropical Thorn Forests (d) Mangrove Forests

Answer: (a) Tropical Evergreen Forests

Why trees reach great height upto 60 metres or above in Tropical Evergreen forests? (a) Because of high precipitation (b) Because of warm and wet region throughout the year (c) Beacuse of long dry season (d) Both (a) and (b)

Answer: (d) Both (a) and (b)

Which among the following is/are the features of commercial trees? (a) Trees which generate good and assured return. (b) Trees which are used for timber and furniture purposes. (c) Both (a) and (b) (d) Neither (a) nor (b)

Answer: (c) Both (a) and (b)

Why the trees of the forests mentioned in the case does not shed their leaves? (a) Because of heavy rainfall more than 200 cm throughout the year (b) Because trees of this forest are tall. (c) Because it is located on mountainous region (d) Both (b) and (c)

Answer: (a) Because of heavy rainfall more than 200 cm throughout the year

Identify the animals, which are found in the forests mentioned in the case I. Elephant II. Scorpions III. Deer (a) Only I (b) Both I and II (c) Both II and III (d) All of the above

Answer: (d) All of the above

Why the forests mentioned in the case are not found in semi-arid region? (a) Because of high temperature (b) Because of heavy rainfall (c) Because of high altitude (d) Because of unfertile soil

Answer: (a) Because of high temperature

Case Study 2: The natural vegetation and wildlife in a region are determined by the climate, soil, and topography of the area. India has a rich variety of natural vegetation and wildlife due to its diverse geographical features. The major types of vegetation found in India include tropical evergreen forests, tropical deciduous forests, thorny bushes, and mangrove forests. The tropical evergreen forests, found mainly in the western slopes of the Western Ghats and the northeastern states, are characterized by dense foliage and a wide variety of flora and fauna. The tropical deciduous forests, found in regions with moderate rainfall, shed their leaves during the dry season. The thorny bushes are well-adapted to arid and semi-arid regions. The mangrove forests, found in coastal areas, thrive in saline conditions and provide a unique habitat for various species. India is also home to diverse wildlife, including tigers, elephants, rhinoceros, lions, and a wide range of bird species. Protecting and conserving these natural resources is essential for maintaining ecological balance and preserving biodiversity.

What factors determine the natural vegetation and wildlife in a region? a) Political boundaries and population density b) Climate, soil, and topography c) Economic development and industrialization d) Cultural practices and religious diversity

Answer: b) Climate, soil, and topography

Which type of forests are characterized by dense foliage and a wide variety of flora and fauna? a) Tropical evergreen forests b) Tropical deciduous forests c) Thorny bushes d) Mangrove forests

Answer: a) Tropical evergreen forests

In which regions of India are tropical evergreen forests mainly found? a) Gangetic Plains and central India b) Eastern Coastal Plains and Deccan Plateau c) Western slopes of the Western Ghats and northeastern states d) Himalayan region and northern plains

Answer: c) Western slopes of the Western Ghats and northeastern states

Which type of forests sheds their leaves during the dry season? a) Tropical evergreen forests b) Tropical deciduous forests c) Thorny bushes d) Mangrove forests

Answer: b) Tropical deciduous forests

Where are mangrove forests primarily found in India? a) Arid and semi-arid regions b) Himalayan region and northern plains c) Western slopes of the Western Ghats d) Coastal areas

Answer: d) Coastal areas

Hope the information shed above regarding Case Study and Passage Based Questions for Class 9 Social Science Chapter 5 Natural Vegetation and Wildlife with Answers Pdf free download has been useful to an extent. If you have any other queries about CBSE Class 9 Social Science Natural Vegetation and Wildlife Case Study and Passage Based Questions with Answers, feel free to comment below so that we can revert back to us at the earliest possible By Team Study Rate

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Case Study Questions Class 7 Geography Environment

Case study questions class 7 geography chapter 1 environment.

CBSE Class 7 Case Study Questions Geography Environment. Important Case Study Questions for Class 7 Board Exam Students. Here we have arranged some Important Case Base Questions for students who are searching for Paragraph Based Questions Environment.

Case study 1:

Place, people, things and nature that surround any living organism is called environment. It is a combination of natural and human made phenomena. While the natural environment refers to both biotic and abiotic conditions existing on the earth,human environment reveals the activities, creations and interactions among human beings.

1.) What is known as environment?

Answer- Place, people, things and nature that surround any living organism is called environment.

2.) Environment is combination of ?

Answer- It is a combination of natural and human made phenomena.

3.) Natural environment refers to which two types of conditions?

Answer- Natural environment refers to both biotic and abiotic conditions existing on the earth.

4.) What dos human environment reveal?

Answer- Human environment reveals the activities, creations and interactions among human beings.

CASE STUDY 2 NCERT Class 7 Geography Chapter 1:

Lithosphere is the solid crust or the hard top layer of the earth. It is made up of rocks and minerals and covered by a thin layer of soil. It is an irregular surface with various land forms such as mountains, plateaus, plains, valleys, etc. Landforms are found over the continents and also on the ocean floors. Lithosphere is the domain that provides us forests, grasslands for grazing, land for agriculture and human settlements. It is also a source of mineral wealth.

1.) What is Lithosphere?

Answer- Lithosphere is the solid crust or the hard top layer of the earth.

2.) What is lithosphere made of?

Answer- It is made up of rocks and minerals and covered by a thin layer of soil.

3.) Where are the land forms found?

Answer- Land forms are found over the continents and also on the ocean floors.

4.) What does Lithosphere provide us?

Answer- Lithosphere is the domain that provides us forests, grasslands for grazing, land for agriculture and human settlements. It is also a source of mineral wealth.

Case study 3:

The domain of water is referred to as (1). It comprises various sources of water and different types of water bodies like rivers, lakes, seas, oceans, etc. It is essential for all living organisms. The atmosphere is the thin layer of air that surrounds the earth. The gravitational force of the earth holds the atmosphere around it. It protects usfrom the harmful rays and scorching heat of the sun. It consists of a number of gases, dust and water vapour. The changes in the atmosphere produce changes in the weather and climate. Plant and animal kingdom together make biosphere or the living world. It is a narrow zone of the earth where land, water and air interact with each other to support life.

1.) What is domain of water referred to as? Name (1).

Answer- Hydrosphere

2.) What does hydrosphere comprise of?

Answer- it comprises various sources of water and different types of water bodies like rivers, lakes, seas, oceans, etc.

3.) Define Atmosphere?

Answer- The atmosphere is the thin layer of air that surrounds the earth.

4.) Name 3 elements that the atmosphere consist of?

Answer-  It consists of a number of gases, dust and water vapour.

5.) ….… and ……… together make biosphere.

Answer- Plant and animal kingdom

6.) Give a brief description where biosphere is situated?

Answer- It is a narrow zone of the earth where land, water and air interact with each other to support life.

Case study 4 – Environment Chapter

Early humans adapted themselves to the natural surroundings. They led a simple life and fulfilled their requirements from the nature around them. With time needs grew and became more varied. Humans learn new ways to use and change environment. They learn to grow crops, domesticate animals and lead a settled life. The wheel was invented, surplus food was produced, barter system emerged, trade started and commerce developed. Industrial revolution enabled large scale production. Transportation became faster. Information revolution made communication easier and speedy across the world.

1.) Early humans adapted themselves to ……….. .

Answer- Natural Surrounding

2.) How did early humans fulfilled their requirements?

Answer- they fulfilled their requirements from the nature around them.

3.) What did early humans do to satisfy their increasing needs?

Answer- They learn to grow crops, domesticate animals and lead a settled life.The wheel was invented, surplus food was produced, barter system emerged, trade started and commerce developed.

4.) Which revolution enabled large scale production?

Answer- Industrial revolution enabled large scale production.

5.) How did information revolution helped the whole world?

Answer- Information revolution made communication easier and speedy across the world.

Hope above Class 7 Social Science Geography Chapter 1 Environment Case Study Questions will also increase Your critical thinking. Share this page through Your friend zone, so they will also read the chapter and will solve questions.

Also See: Class 7th Science Case Based Questions

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Birmingham Case Study

Home > Geotopics > Birmingham

What is the site, situation and connectivity of Birmingham?

Birmingham’s City Structure

How is migration changing Birmingham?

Inequality in Birmingham

What challenges have been created by changes in Birmingham?

How have changes in Birmingham caused economic and population growth?

How has Birmingham been regenerated and rebranded and what have been the impacts?

How has urban living been more sustainable and improved quality of life in Birmingham?

How is Birmingham interdependent with its rural surroundings?

What changes have taken place in rural Worcester?

What are the challenges and opportunities of rural change?

What is rural diversification and what are its environmental impacts?

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