Focus unit 1: Responding to natural hazards
This unit introduces students to the geographical study of natural hazards. Natural hazards are relatively rare in most communities. However, their potential to cause immense damage and loss of life is substantial. The vulnerability of the Australian and Asia-Pacific environments to natural hazards means that it is important for geographers to understand their patterns of occurrence and causes, and help plan the strategies for prevention, mitigation, recovery and reconstruction.
The geographical study of natural hazards is a multidisciplinary one. It draws on ideas from geomorphology, climatology, psychology, economics, sociology and engineering. Geography’s special contribution to the study of natural hazards lies in its focus on synthesising ideas from the natural and social sciences to produce a comprehensive explanation of the causes and effects of natural hazards and detailed plans to minimise loss of life and damage to property.
This unit provides a focus for the study of a range of concepts and processes in physical geography and of the social processes that influence human responses to the physical environment. Furthermore, it should provide students with a broad understanding of the natural and social processes involved in the geographical study of natural hazards at a general level.
Natural hazards and natural disasters
A natural hazard is a potential threat/risk/danger from natural (therefore not man-made) causes. These can be caused by changes in the lithosphere, hydrosphere and/ or atmosphere.
Even though natural hazards are not caused by humans, human activity can intensify them in a number of different ways. Firstly, the failure to secure property during cyclones can cause significant damage to infrastructure. Furthermore, buildings that do not meet building regulations for that area (e.g. not being able to withstand cyclones, earthquakes etc.) can cause extensive damage to other infrastructure. For example, Tropical Cyclone Larry in 2006 caused significant damage to the town of Innisfail from both these reasons. Flying wheelie bins and the removal of roofs due to the failure to comply with building regulations caused significantly more damage than what would have happened if building codes were followed.
A natural hazard is a potential threat/risk/danger from natural (therefore not man-made) causes. These can be caused by changes in the lithosphere, hydrosphere and/ or atmosphere.
Even though natural hazards are not caused by humans, human activity can intensify them in a number of different ways. Firstly, the failure to secure property during cyclones can cause significant damage to infrastructure. Furthermore, buildings that do not meet building regulations for that area (e.g. not being able to withstand cyclones, earthquakes etc.) can cause extensive damage to other infrastructure. For example, Tropical Cyclone Larry in 2006 caused significant damage to the town of Innisfail from both these reasons. Flying wheelie bins and the removal of roofs due to the failure to comply with building regulations caused significantly more damage than what would have happened if building codes were followed.
There are three main classification groups which natural hazards can fall under. A lithospheric hazard would be a fault line which in turn could create an earthquake such as the San Andres fault line which has caused many disasters throughout history. An atmospheric hazard could be the creation of low pressure systems in tropical areas which have the potential to result in cyclonic activity. A hydrospheric hazard in comparison could be flooding, which results from high rainfall in a short period of time.
Therefore, a natural hazard is the potential, not man-made danger such as the San Andres fault line; a natural disaster on the other hand would be an earthquake resulting from lithospheric movement which would result in a high death toll and/or mass damage to infrastructure.
Apart from distinguishing between a natural hazard and a natural disaster, we need to distinguish between the scale in which events can occur and/ or cause an impact on; which can be on a local, regional, national, international or even global scale. For example, Cyclone Larry in 2006 caused extensive damage in Innisfail and affected the whole region; whereas international disasters are where more than one country is involved, such as the Boxing Day Tsunami in 2004 which affected Indonesia, Thailand and Sri Lanka among others.
Apart from distinguishing between a natural hazard and a natural disaster, we need to distinguish between the scale in which events can occur and/ or cause an impact on; which can be on a local, regional, national, international or even global scale. For example, Cyclone Larry in 2006 caused extensive damage in Innisfail and affected the whole region; whereas international disasters are where more than one country is involved, such as the Boxing Day Tsunami in 2004 which affected Indonesia, Thailand and Sri Lanka among others.
Hazards and disasters in Australia
During the course of this unit we will be concentrating on a few different natural hazards and disasters; first on a mostly regional (Far North Queensland) and national (Australia) scale. Therefore, we will be looking at what phenomena is influencing us in Australia more than others and causing some of the natural disasters we experience from time to time. Finally, we will be looking at two specific natural disasters in Australia: Tropical cyclones and bushfires.
During the course of this unit we will be concentrating on a few different natural hazards and disasters; first on a mostly regional (Far North Queensland) and national (Australia) scale. Therefore, we will be looking at what phenomena is influencing us in Australia more than others and causing some of the natural disasters we experience from time to time. Finally, we will be looking at two specific natural disasters in Australia: Tropical cyclones and bushfires.
Impact of El Niño and La Niña on Australia
Even though there are many factors influencing the different climates on our planet, El Niño and La Niña have most likely the strongest influence on our climate in Australia. Although both phenomena are associated with many natural disasters and can have devastating effects on humans and the entire planet, they are a natural part of the global climate system and therefore of upmost importance to be explored by scientists and especially governments in order to make an informed decision about our future. |
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Tropical Cyclones
The first hazard we will be looking at is a meteorological hazard, which includes the tropical cyclones some of us might have already experienced in our lifetime. At this point, we will be looking at a regional but also at a national scale for this part of our unit, and try to answer the following questions: Why and where do tropical cyclones form? How do they develop? Are there different forms of tropical cyclones? Where do we find current information in relation to them? What are the primary, secondary and tertiary effects? How can we be prepared and sustainably manage their impacts?
The first hazard we will be looking at is a meteorological hazard, which includes the tropical cyclones some of us might have already experienced in our lifetime. At this point, we will be looking at a regional but also at a national scale for this part of our unit, and try to answer the following questions: Why and where do tropical cyclones form? How do they develop? Are there different forms of tropical cyclones? Where do we find current information in relation to them? What are the primary, secondary and tertiary effects? How can we be prepared and sustainably manage their impacts?
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Bushfires
The second hazards we will be looking at are bushfires, which can be classified as climatological hazards. Historically, bushfires have caused loss of life and significant damage to property in a lot of areas of Australia. While naturally occuring bushfires cannot be averted, their consequences can be minimised by implementing strategies which reduce the potential impact to most vulnerable areas.
The second hazards we will be looking at are bushfires, which can be classified as climatological hazards. Historically, bushfires have caused loss of life and significant damage to property in a lot of areas of Australia. While naturally occuring bushfires cannot be averted, their consequences can be minimised by implementing strategies which reduce the potential impact to most vulnerable areas.
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Human responses to hazards and building resilience
People respond to hazards to try to reduce the risk posed to human life and possessions. This response can range from an individual level to an international level. Which responses, strategies and actions are chosen will depend on a range of factors, such as e.g. the type of hazard, past experience of the hazard, economic status, technological resources, hazard perceptions, knowledge of the options available, and the social and political framework in the affected area. Therefore, disaster management is a complex series of activities that include risk assessment, prevention measures, preparedness to cope with future disasters, emergency response to a disaster, recovery and reconstruction. Good development and community preparedness can reduce the impact of a disaster especially for the most vulnerable people, such as those living in hazard-prone areas with few financial resources to help them recover if they lose their means of livelihood.
People respond to hazards to try to reduce the risk posed to human life and possessions. This response can range from an individual level to an international level. Which responses, strategies and actions are chosen will depend on a range of factors, such as e.g. the type of hazard, past experience of the hazard, economic status, technological resources, hazard perceptions, knowledge of the options available, and the social and political framework in the affected area. Therefore, disaster management is a complex series of activities that include risk assessment, prevention measures, preparedness to cope with future disasters, emergency response to a disaster, recovery and reconstruction. Good development and community preparedness can reduce the impact of a disaster especially for the most vulnerable people, such as those living in hazard-prone areas with few financial resources to help them recover if they lose their means of livelihood.
There are three main responses to human disasters:
1. Modify the event: These are management strategies that aim to control the physical processes ideally by preventing them (unrealistic), controlling the impact (e.g. alleviating floods by diverting water elsewhere), or by hazard resistant design (protect people from the impacts).
2. Modify vulnerability: This aims to change people’s attitudes and behaviour towards hazards by prediction (not always possible or accurate) and warning (so people can prepare and/or evacuate); community preparedness (public education, evacuation procedures and emergency relief); and land-use planning (prevent new development from occupying hazard areas).
3. Modify the loss: People simply accept the losses caused by the hazard (rarely acceptable, more common to share losses). Losses can be shared through aid for relief, rehabilitation and reconstruction and through insurance to spread the cost.
Because of our experiences with natural disasters in Australia and our vulnerability in regards to natural hazards, the Queensland Government has released the 'Rebuilding a Stronger, More Resilient Queensland' paper to ensure we are prepared for future events.
1. Modify the event: These are management strategies that aim to control the physical processes ideally by preventing them (unrealistic), controlling the impact (e.g. alleviating floods by diverting water elsewhere), or by hazard resistant design (protect people from the impacts).
2. Modify vulnerability: This aims to change people’s attitudes and behaviour towards hazards by prediction (not always possible or accurate) and warning (so people can prepare and/or evacuate); community preparedness (public education, evacuation procedures and emergency relief); and land-use planning (prevent new development from occupying hazard areas).
3. Modify the loss: People simply accept the losses caused by the hazard (rarely acceptable, more common to share losses). Losses can be shared through aid for relief, rehabilitation and reconstruction and through insurance to spread the cost.
Because of our experiences with natural disasters in Australia and our vulnerability in regards to natural hazards, the Queensland Government has released the 'Rebuilding a Stronger, More Resilient Queensland' paper to ensure we are prepared for future events.
International and global hazards and disasters
In this part of our unit, we will be looking at some of the geophysical hazards our planet is prone to. In order to do this we will have to revisit the structure of our planet and discuss plate tectonics and their movements. The two main natural hazards we will be concentration on at this stage are volcanoes and earthquakes. The scale we will be looking at these hazards will be mostly international and global, using a few case studies from around our planet.
In this part of our unit, we will be looking at some of the geophysical hazards our planet is prone to. In order to do this we will have to revisit the structure of our planet and discuss plate tectonics and their movements. The two main natural hazards we will be concentration on at this stage are volcanoes and earthquakes. The scale we will be looking at these hazards will be mostly international and global, using a few case studies from around our planet.
Structure of the Earth
The Earth is made of many different and distinct layers. Deeper layers are composed of heavier materials; they are hotter, denser and under much greater pressure than the outer layers. Natural forces interact with and affect the Earth’s crust and its layers, creating the landforms found on the surface of the Earth. (These visible features of our planet can be explored further on pages 72 to 75 in our Oxford Australian Curriculum Atlas.)
Furthermore, the Earth’s outer shell is not one solid piece of rock, instead it is broken into a number of moving plates, which vary in size and thickness. These plates are not anchored in place but slide over a hot and bendable layer of the mantle. A scientist called Alfred Wegener first proposed an idea in 1912 how our natural landforms (and therefore some of the natural hazards) developed, which was called the theory of the continental drift; he believed that once all the continents were joined in a super-continent, which scientists call Pangaea. Over a vast period of time, the continents drifted apart to their current locations, as we can see in the 12minute clip on the bottom. Wegener didn't have an explanation for how continents could move around the planet at that time, but researchers do now, which developed in the 1950s through the 1970s, and is now referred to as the theory of plate tectonics.
The Earth is made of many different and distinct layers. Deeper layers are composed of heavier materials; they are hotter, denser and under much greater pressure than the outer layers. Natural forces interact with and affect the Earth’s crust and its layers, creating the landforms found on the surface of the Earth. (These visible features of our planet can be explored further on pages 72 to 75 in our Oxford Australian Curriculum Atlas.)
Furthermore, the Earth’s outer shell is not one solid piece of rock, instead it is broken into a number of moving plates, which vary in size and thickness. These plates are not anchored in place but slide over a hot and bendable layer of the mantle. A scientist called Alfred Wegener first proposed an idea in 1912 how our natural landforms (and therefore some of the natural hazards) developed, which was called the theory of the continental drift; he believed that once all the continents were joined in a super-continent, which scientists call Pangaea. Over a vast period of time, the continents drifted apart to their current locations, as we can see in the 12minute clip on the bottom. Wegener didn't have an explanation for how continents could move around the planet at that time, but researchers do now, which developed in the 1950s through the 1970s, and is now referred to as the theory of plate tectonics.
Volcanoes
Volcanoes are one of the natural hazards on our planet and generally found along tectonic plate boundaries. When it comes to volcanic eruptions, loss of life can be high if the eruption is large, explosive and happens with little warning; people may be hit or covered by falling debris, suffocated by poisonous gases or buried under mud flows after the heat of the eruption melts snow at the top of the volcano. Whilst the human and physical effects of most volcanoes are limited to the local area, a few massive eruptions have had global effects. Dust from the great eruption of Krakatoa in 1883 circled the world for several years reducing world temperatures. More recently, the less well known eruption of El Chichon in Mexico in 1980 reduced the average temperature in the northern hemisphere by 0.25°C for a year, during a time of global warming.
No matter how gentle, however, a volcanic eruption is always destructive. Buildings in the path of the lava are destroyed and the farmland is covered. It will be many years before the lava weathers into fertile soil that can be used again for farming. Homes, farms, animals and crops are lost; people lose their livelihoods and are forced to migrate, often with nothing. Roads are blocked and electricity and telegraph poles are brought down, further disrupting normal life and economic activities.
As we have already learned, natural hazards can have primary, secondary and tertiary effects on people living in the surrounding areas. Volcanoes are no exception. Primary effects can include:
Secondary effects in comparison can be:
Some of the secondary effects can develop into tertiary effects, such as:
Considering these short- and long-term effects and the many places volcanoes are affecting, we have to ask ourselves: Can volcanic eruptions be predicted? The unhelpful answer is 'Yes and No'. Usually there are advanced warning signs that a volcano is about to come back to life. These include small earthquake shocks, increased emissions of steam and gases and visual signs of bulging around the crater but there is much more for us to learn about in order to fully understand and always predict them.
No matter how gentle, however, a volcanic eruption is always destructive. Buildings in the path of the lava are destroyed and the farmland is covered. It will be many years before the lava weathers into fertile soil that can be used again for farming. Homes, farms, animals and crops are lost; people lose their livelihoods and are forced to migrate, often with nothing. Roads are blocked and electricity and telegraph poles are brought down, further disrupting normal life and economic activities.
As we have already learned, natural hazards can have primary, secondary and tertiary effects on people living in the surrounding areas. Volcanoes are no exception. Primary effects can include:
- Lava flows
- Violent eruptions and pyroclastic flow
- Poisonous gas emissions
- People injured or killed
- Buildings, property and farmland destroyed
- Communications and public services (transport, electricity, telephones etc.) disrupted
Secondary effects in comparison can be:
- Mudflows (lahars)
- Debris avalanches and debris flows
- Flooding
- Tsunamis
- Volcanic earthquakes and tremors
Some of the secondary effects can develop into tertiary effects, such as:
- Shortages of drinking water, food and shelter
- Spread of disease, e.g. from contaminated water
- Economic problems from the cost of rebuilding and the loss of farmland, factories, tourism and other economic activities
- Social problems from family losses and stress
- Famine
Considering these short- and long-term effects and the many places volcanoes are affecting, we have to ask ourselves: Can volcanic eruptions be predicted? The unhelpful answer is 'Yes and No'. Usually there are advanced warning signs that a volcano is about to come back to life. These include small earthquake shocks, increased emissions of steam and gases and visual signs of bulging around the crater but there is much more for us to learn about in order to fully understand and always predict them.
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Earthquakes
Earthquakes are vibrations in the Earth's crust which shake the ground surface. They are sudden, and, because they happen without warning, often lethal. About two million people have died as a result of earthquakes since 1900, and this number is constantly growing. Earthquakes are common events; there are around 50 000 detectable earthquakes each year, although most are too small for people to notice. They occur in well defined zones, which we have already seen in the last activities.
Between 15 and 20 earthquakes a year are magnitude 7 or more on the Richter scale, which are strong enough to have devastating effects on life and property. The magnitude of an earthquake is measured by an instrument called a seismograph and given a value between 1 and 10. The Richter scale is logarithmic: an earthquake measured at 7 is 10 times stronger than one measured at 6 and 100 times stronger than one measured at 5. In comparison, the Mercalli scale is used for indicating the intensity of an earthquake. It classifies the effects of an earthquake on a scale using Roman numerals I to XII, and takes into account the effects on the Earth's surface, people and buildings. The number on the Mercalli scale is obtained by making a judgement; therefore, it is not measured by a machine.
Earthquakes are vibrations in the Earth's crust which shake the ground surface. They are sudden, and, because they happen without warning, often lethal. About two million people have died as a result of earthquakes since 1900, and this number is constantly growing. Earthquakes are common events; there are around 50 000 detectable earthquakes each year, although most are too small for people to notice. They occur in well defined zones, which we have already seen in the last activities.
Between 15 and 20 earthquakes a year are magnitude 7 or more on the Richter scale, which are strong enough to have devastating effects on life and property. The magnitude of an earthquake is measured by an instrument called a seismograph and given a value between 1 and 10. The Richter scale is logarithmic: an earthquake measured at 7 is 10 times stronger than one measured at 6 and 100 times stronger than one measured at 5. In comparison, the Mercalli scale is used for indicating the intensity of an earthquake. It classifies the effects of an earthquake on a scale using Roman numerals I to XII, and takes into account the effects on the Earth's surface, people and buildings. The number on the Mercalli scale is obtained by making a judgement; therefore, it is not measured by a machine.
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The newest way of measuring earthquakes is called Moment Magnitude scale (MMS). It measures the total energy released by an earthquake and is much more precise than the Richter or Mercalli scale, although a lot of news programs still report the severity of an earthquake using the Richter scale.
In order to understand the scales, watch this 5minute YouTube clip on the left. |
Over 90 per cent of earthquakes occur where plates are colliding at convergent plate margins. Great stresses build up in the subduction zone as one plate is forced down below the other. Energy builds up, and is released in an earthquake. The point at which the earthquake happens below the ground surface is called focus. Shock waves radiate out in all directions, gradually becoming less strong with distance from the epicentre. The epicentre is the point on the surface directly above the focus, where the greatest force of the earthquake is felt. Earthquakes also occur along conservative plate boundaries like the San Andreas fault.
Primary effects of earthquakes can be collapsing buildings, roads and bridges. People are often killed by being trapped in their homes, places of work and cars. The severity of the primary effects is determined by a mixture of physical and human factors; physical means here the magnitude of the earthquake whereas human refers for example to the density of the population, construction of buildings and lack of emergency procedures.
Secondary effects can include fires, tsunamis, landslides and spreading of diseases, whereas tertiary effects can include people becoming homeless, companies going out of business and/ or people getting cancer from the radiation leaking of a Nuclear power plant etc.
Furthermore, it is important to know that the impact of earthquakes is often much more severe in poorer countries, where earthquake-resistant buildings are often considered too expensive to build. Even where building regulations exist, they are frequently ignored, because builders want to make more money and people can only afford cheap houses. People and authorities are also less well prepared.
Secondary effects can include fires, tsunamis, landslides and spreading of diseases, whereas tertiary effects can include people becoming homeless, companies going out of business and/ or people getting cancer from the radiation leaking of a Nuclear power plant etc.
Furthermore, it is important to know that the impact of earthquakes is often much more severe in poorer countries, where earthquake-resistant buildings are often considered too expensive to build. Even where building regulations exist, they are frequently ignored, because builders want to make more money and people can only afford cheap houses. People and authorities are also less well prepared.
Irrespective of whether people are rich or poor, immediate emergency aid is desperately needed everywhere after a strong earthquake strikes. Specialist rescue teams with sniffer dogs and lifting equipment, and medical teams with field hospitals can be expected to be airlifted within hours in rich countries, thanks to advance preparations. The poorer the country, the greater its reliance upon short-term aid from overseas. In the mean term, the need for a quick return to normal life (or as near normal as possible) by repairing and replacing what has been lost and restarting economic activity is significant. The focus needs to be switched from disaster aid to development aid.
Unfortunately, earthquakes cannot be predicted. They happen without warning. For people living in known earthquake zones, the only effective long-term response is to be prepared. Have the emergency services trained and ready: disaster relief operations require practice. Tall buildings are more likely to remain standing if built using damping and bracing systems to help absorb shocks, and if foundation piles are made out of alternative layers of steel and rubber to make the building more flexible in earthquakes.
Unfortunately, earthquakes cannot be predicted. They happen without warning. For people living in known earthquake zones, the only effective long-term response is to be prepared. Have the emergency services trained and ready: disaster relief operations require practice. Tall buildings are more likely to remain standing if built using damping and bracing systems to help absorb shocks, and if foundation piles are made out of alternative layers of steel and rubber to make the building more flexible in earthquakes.
Decision making exercise
In your next assessment task/ exam, you will be required to make a decision about a specific issue and will therefore need to use your decision-making skills, which we will develop now. The decision-making exercise is intended to test your understanding of the concepts in the unit 'Responding to Natural Hazards'. The things you should be aware of and will have to consider are: the geographical pattern of a specific hazard, the social, economic and environmental impact of the hazard and how to limit its impacts.
The key to making a decision is to understand the problem. Decision making would best be described as an exercise in evaluating trade-offs as most of the times solutions are not just black and white but have positive and negative impacts or consequences and as a result these impacts have to be weighed up in order to make an informed decision about an issue.
Once you looked at all the positives and negatives (in our case due to the stimulus material you receive and the research you undertake before the exam) you will have to write an essay with the following outline:
Introduction: You will need to describe the main issue(s), the possible alternatives and the criteria you will be using to evaluate the problem (social, economic and environmental).
Analysis (1st body paragraph): You will need to explain the difference between a natural hazard and a natural disaster, describe the problem in more detail, e.g. where and why do earthquakes and/or volcanoes occur, and explain the possible social, economic and environmental impacts on the area(s).
Evaluation (2nd body paragraph): You will need to evaluate the alternative proposals, therefore go through each alternative examining the positives and negatives using the criteria from the previous paragraph.
Decision making and justification (3rd body paragraph): You will need to decide which alternative is the most suitable, giving reasons why (based on your assessment done in the previous paragraphs) your alternative is the better option. Include the positive benefits of your choice, but also a comment on the disadvantages or 'costs' of your choice. Also, indicate why the other alternative is not as suitable.
Conclusion: You will need to restate your chosen alternative and your main arguments why your solution is the better one. Finish with a clincher (an overall interesting statement). Don't raise any new ideas here!
Also, make sure your body paragraphs follow our TEEL structure:
T: Topic sentence- what this paragraph is about
E: Evidence/ analysis- examples (and here you must refer to the sources) to support your opinion
E: Evaluation/ justification- prove the reason why
L: Linking/ transition sentence to link to the next paragraph
In your next assessment task/ exam, you will be required to make a decision about a specific issue and will therefore need to use your decision-making skills, which we will develop now. The decision-making exercise is intended to test your understanding of the concepts in the unit 'Responding to Natural Hazards'. The things you should be aware of and will have to consider are: the geographical pattern of a specific hazard, the social, economic and environmental impact of the hazard and how to limit its impacts.
The key to making a decision is to understand the problem. Decision making would best be described as an exercise in evaluating trade-offs as most of the times solutions are not just black and white but have positive and negative impacts or consequences and as a result these impacts have to be weighed up in order to make an informed decision about an issue.
Once you looked at all the positives and negatives (in our case due to the stimulus material you receive and the research you undertake before the exam) you will have to write an essay with the following outline:
Introduction: You will need to describe the main issue(s), the possible alternatives and the criteria you will be using to evaluate the problem (social, economic and environmental).
Analysis (1st body paragraph): You will need to explain the difference between a natural hazard and a natural disaster, describe the problem in more detail, e.g. where and why do earthquakes and/or volcanoes occur, and explain the possible social, economic and environmental impacts on the area(s).
Evaluation (2nd body paragraph): You will need to evaluate the alternative proposals, therefore go through each alternative examining the positives and negatives using the criteria from the previous paragraph.
Decision making and justification (3rd body paragraph): You will need to decide which alternative is the most suitable, giving reasons why (based on your assessment done in the previous paragraphs) your alternative is the better option. Include the positive benefits of your choice, but also a comment on the disadvantages or 'costs' of your choice. Also, indicate why the other alternative is not as suitable.
Conclusion: You will need to restate your chosen alternative and your main arguments why your solution is the better one. Finish with a clincher (an overall interesting statement). Don't raise any new ideas here!
Also, make sure your body paragraphs follow our TEEL structure:
T: Topic sentence- what this paragraph is about
E: Evidence/ analysis- examples (and here you must refer to the sources) to support your opinion
E: Evaluation/ justification- prove the reason why
L: Linking/ transition sentence to link to the next paragraph
Tips and preparation for exam
Possible phrasing of task in exam: After the recent spate of earthquakes, questions are being asked about the ability of some communities to cope and the wisdom of continued development in the region. You are to assess the better option in which region the Government should invest money, based on the social, economic and environmental criteria.
To prepare yourself for the exam you should:
Possible phrasing of task in exam: After the recent spate of earthquakes, questions are being asked about the ability of some communities to cope and the wisdom of continued development in the region. You are to assess the better option in which region the Government should invest money, based on the social, economic and environmental criteria.
To prepare yourself for the exam you should:
- Use the stimulus material to help you answer the question but remember you should bring in your own knowledge to your answers too.
- Make sure you understand and can read all the graphs, maps etc. Also, think about what the weaknesses are in the data or anomalies.
- You can highlight your stimulus material but you cannot annotate it when you bring the sheet into the exam.
Also, think about the following issues/ problems you might come across as this is how you will lose valuable marks:
1. Mis-reading the question/ task
2. Not developing your answer in sufficient detail
3. Not linking answers to the key ideas in the unit, where required
4. Delivering a pre-prepared answer which does not fit the actual question/ task
5. Leaving whole questions/ tasks unanswered
6. Not supporting your points with evidence from the source materials in all three body paragraphs!!!
7. Having new ideas in your conclusion
1. Mis-reading the question/ task
2. Not developing your answer in sufficient detail
3. Not linking answers to the key ideas in the unit, where required
4. Delivering a pre-prepared answer which does not fit the actual question/ task
5. Leaving whole questions/ tasks unanswered
6. Not supporting your points with evidence from the source materials in all three body paragraphs!!!
7. Having new ideas in your conclusion