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Pack 1

Pack 1. Exam Buster. Natural Hazards. Timing. The Natural Hazards Exam consists of 8 questions You will have a choice of 2. Answer only 1 question You will have pre-release material 2 weeks prior to the exam. Example Questions.

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Pack 1

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  1. Pack 1 Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  2. Exam Buster Natural Hazards Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  3. Timing • The Natural Hazards Exam consists of 8 questions • You will have a choice of 2. Answer only 1 question • You will have pre-release material 2 weeks prior to the exam Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  4. Example Questions • “Natural Hazards are caused by the interaction of physical and human processes.” Discuss • With reference to EITHER tectonic OR climatic hazards, explain why a knowledge of physical processes is essential to understand their impact on people. Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  5. The Mark Scheme • A knowledge of how the paper is assessed is imperative to achieving success in January. The mark scheme is split into five sections. • D – 10 marks • R – 15 marks • U – 15 marks • C – 10 marks • Q – 10 marks • Total 60 marks Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  6. D is for Defining • You are expected to introduce the question, define the concepts and identify the data to be analysed. Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  7. R is for Research • You should have researched and selected appropriate sources of case study evidence including facts and figures Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  8. U is for Understanding • You must demonstrate that you understand the concepts in question. You must show an appreciation of values and attitudes in the case study area(s). You case studies should be organised and applied to support your arguments Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  9. C is for Conclusion • You must demonstrate an ongoing evaluation (continuously assessing how valuable each case is in support or against the arguments set) Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  10. Q is for Quality of Written Communication • You must demonstrate the ability to organise your work, provide valid arguments and use appropriate geographical terminology Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  11. What the exam board say Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  12. The exam board highlights the following as strengths of good essays: • Effective planning • Clear concise introduction containing high quality accurate sourced definitions and understanding and clear framework • Individual up-to-date case studies • Wide range of scales to support conclusions • Focused arguments – directed towards the question • Evaluative writing • Appreciation of Values and attitudes • Understanding of the concepts • Meaningful conclusions, directly related to the question • Ongoing conclusions throughout the course of the essay • Clear and fluent with appropriate paragraphing and terminology • Usage of maps and location knowledge Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  13. Weak Candidates • Poor case study knowledge • Limited understanding of the essay question • Rubric offences e.g. the OR question • Over simplification • Limited organisation • Descriptive • Over reliance on standard texts • Inconclusive arguments • Poor essay writing skills • Answering more than the set question or the wrong strand Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  14. Task 1 • In groups of four prepare an essay plan for the following questions on sugar paper: • 3“Natural Hazards are caused by the interaction of physical and human processes.” Discuss • 4“With reference to EITHER tectonic OR climatic hazards, explain why a knowledge of physical processes is essential to understand their impact on people.” Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  15. Present and justify your plans Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  16. Pack 2 Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  17. Essay 3: Introduction • Define the term natural hazard • Define physical and human causes of hazards • Remember it is only a hazard if it affect people • Possible link to the Venn Diagram • Clear selection of case studies • Justify your choice of case studies Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  18. Research • You may include a balance between: • Tectonic, Geomorphological and climatic • Describe the hazard with case studies to support as evidence • Explore the processes and link to human involvement • Providing case studies with a range of human interaction would be pukka • Possible range: • Avalanches and cliff instability • E/Qs: San Francisco, central America, Kobe, India (tsunamis) • Volcanoes: Iceland, Italy, Pinatubo, Etna, St Helens • Drought and Fires: France, Australia, The Sahel • Fog and Smog: Mexico and LA Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  19. Understanding • You must demonstrate knowledge that most hazards are not entirely natural • Secondary impacts • Understanding of each type of hazards and a comparison • Understanding of the level of human interaction varies between hazards: • Volcanoes, E/Qs not people • Floods may be caused by building on flood plains. Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  20. Conclusion • Ongoing throughout the essay • Discussion of the interaction and the concept of a spectrum of hazards • You should finish by drawing upon examples to show that hazards have varied interaction and range from entirely physical to entirely human Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  21. QWC • Geographical Terms • Organised • Clear arguments • Logical use of material • Integration of knowledge, process and cases • Sequenced paragraphs reflected in the introduction and conclusion • Good SPG Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  22. Essay 4: Introduction • This essay MUST be either tectonic or climatic (both will result in a rubric error) • Introduce natural hazards • Classify tectonic/climatic • What are the impacts • Possible introduction of the Venn diagram • Identify case studies Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  23. Research • Knowledge of distribution • Physical processes • E.g. plate tectonic theory • The impacts on people • Social • Economic • Injury • Infrastructure • Stress • Death • Business • Housing Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  24. Understanding • Understanding of magnitude and frequency • MEDC vs. LEDC • Social classes • Age • Wealth • High risk vs. Low risk • Perception • Alleviation: Management, prediction, prevention, response Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  25. Conclusion • Evaluate the word “essential” • Evaluate Knowledge vs. Finance, resources and technology • Risk Assessment • Management Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  26. QWC • Terminology etc. Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  27. Pack 3 Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  28. Task 2 • Look through the following 6 essays in groups • Use the mark scheme to award marks on the marking grid. • Justify your marks Thanks to Dan Denker formerly Cannock Chase High School and made available for school use only by www.sln.org.uk/geography

  29. The End

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