Simon Ross Rebecca Priest series Editor RebeccaTudor Simon Ross OXFORD ‘UNIVERSITY PRESSOXFORD Great Clarendon Street, Oxford, OX2 6DP, United Kingdom (Oxford University Press isa department of the University of Oxford, Iefurthets the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade marke ‘of Oxford Univesity Press inthe UK and in certain other counties © Oxford University Press 2019 ‘Te moral rights ofthe authors have been asserted First published in 2019 {All ights reserved, No part ofthe publication may be reproduced, stored {ina retrieval system, of teansmitte, in any form or by any means, without the prior permission in walling of Oxford University Press, or as expressly permitted by law. by licence or under terms agreed with the appropriate Reprographics rights organization, Enquities concerning reproduction ‘outside the seope of the above should be sent tothe Rights Department, ‘Oxford University Press, a the address above You must not clreulate this work i any other form and you must impose this same condition on any acquirer British Library Cataloguing in Publication Data Data availble 9780198349476 erboodle Hook 978-0-19.849480'5 13579108642 Paper used in the production ofthis book is 2 natural, recyclable product ‘ude ftom wood grown in sustainable forests. The manulacturng process ‘conforms tothe environmental regulations ofthe country of origi Printed in Taly by LEGO SpA Acknowledgements ‘The publisher and sithors would like to thank the folowing for permission touse photographs and other copyright material Cover: Jos McGeachinjoxford University ress, All photos © Shutterstock, ‘except p8d: eyondlmages)istockphoto; pe: Steve Vider/lanny: p9E Matt Cardyfoerty images, p11b, p37i: Duncan Andison/123RF: pit. péOa: An- ‘Grew Miligan({A ArchivefPA images; pte, p1OSe: Dominic HarifAlamy; pITf. pt2de: Peter DeviinfAlamy: pla: Universal Images Group North Rimeriea {ic j/Alamy; p12b: Michael Chavles)123RF: p16: Dave Porer/Alamy: 7c Mark Richasdson/Alamy, p17f. arenaphotouk/123RF; p18g: Nick EghamyAlemy, p18: David GowansjAlamy: p19I: Universal Images Group North America LLCiAlamy: p21: CarolyaClarke/Alamy, p24¢:quphotos, ‘om/Alany: pate: Steve Taomnton/alamy: paah Everett Collection Inc) ‘Alamy. p22it NASA Photo/Alamy. p22}, 24: Simon Koss; p24: Emy Yao: [P2SE rsearch uk; p26gr Dave Elison/Alamy, p26h: Ian Canham/Alsmy: 26k: © Pull Circe Design; p27}: christopher Furlongicetty Images; pa7kc Flessando RotjGeity Images; p2Ba: © Bluesky Intemational Limited; pa: Commission AiiAlamy, paab: © Crown copyright 2019 Ordnance Survey: ppa3e: arenaphotouk/123RE; p34: Guy Edwardes Photography/Alamy, pave: Sit Travel/Alamy, pa: Jeff Morgen 01/Alzmy p35e- Heritage Image Pat nership LtAlamy. pd: A.PS.(UK\Alamy: pO6E: NASAISCIENCE PHOTO LIBRARY: pa9a: Ryan McGinnis{Alamy. p43e, 294: Wikimedia Commons) CCBYSA 30: p4af Peter |, Hatcher/Alamy, p&Sh: © Cron copyright 2019 Ondnance Survey: paSt: © wwrw wedbaviation.co.uk: pd6a: Roy Shepherc: ppaze: Frank NaylorAlamy, ph: Chris Cooper-SmuthAlamy: paw stuart FretwellAlamy, pS0x: Mark Cooper, pSOb: REUTERS/David Moir p52i: Olga [Niekrasova/1 230 p53}: © Crown copyright 2019 Onénance Survey: PSSKC: Julian Cartvright/Alamy, pa: Flle HardianjAlamy. p57c: Pablo Paul) BB Design « poster or draw a spider diagram to show the variety of careers that geographers follow. Try to add other careers by doing some online research.Introduction $ What is it? - What has caused it? How to think like What are the effects a geographer on people and the What are the links environment? To succeed in Geography you between different events? need to think ike a geographer. This means asking questions: How can it be improved? What may happen in the future? Look at photo D. It shows traffic congestion in the small town of Burford in Oxfordshire. Look at the questions raised by the photo. This is what ‘thinking like a geographer’ means. A geographer can investigate to find answers to the questions and suggest solutions to the situation. What is the effect Ciel eames eee ee eeukcnad do local people feta + Identify the command word + Identify the geographical issue + Think and plan your answer before you start to write + Stick to the point a + Support your answer with data or references i: to maps, diagrams or photos + Try to identify links and relationships + Use your own knowledge + Use geographical terms + Bring your ideas together in a conclusion How to write like a geographer Now that you know how to ‘think like 0 geographer’, you need to learn to write like a geographer! Here's some advice to help you answer geographical questions.Introduction Look at this example of how to write like a geographer: ee Use the Internet to find a stairs rerpe photo oF your choise that ee sete) oe oceania issue such os: + poll (Using photo b, describe the RSERSSTERTEMTICRSRGESNEH in Burford, + overcrowding in poor areas + poverty + clearing rainforests + earthquakes or volcanic eruptions. ras Ce ‘ond the effects on peopl Use labels to suggest stions that could be asked Traffic BORgeSHBA 1s causing a long queue to buf up on the main See road. This will to the shops ‘a subject that is different from. or to schools. Congestion makes it difficult for other vehicles the photos in this unit. to,join the main road from side streets. (Guich as the white van) It may be hard for people to cross the road, BulehlaslHhB\ people hl rt waffle Start thinking like a geographer! BD Study photoe. (0) Describe what is happening. (0) Suggest three questions that could be asked. Look back to photo D for some ideas. (©) Suggest one problem or issue raised by the photo. How might your chosen problem be investigated and solved? Using photo F, describe the effects of flooding on people and the environment. Brighton beach, Brighton, East Sussexee HI 2 raytcattndacapsin tn 4 a BL 5 wort, rest and payin the UR a 6 Challenges and opportunities in the UKIn the first half of this book, you'll consider questions like these... Should a wind farm be constructed in this landscape? * Wherein the UKis this place? What effect =, does extreme weather have on the UK's ‘economy? What ore the positive effects of migration to the UK? Does modern industry provide job opportunities for people? Why do many people in the UK rely on food banks? JP ‘Theme A: The geography of the United Kingdom,7 In this unit you will learn about: | Key Skills + the countries of the British Isles, || + Use and interpret political maps + the nations of the United Kingdom | + Label and annotate maps + the attractions of the British Isles. + Understand numerical data + Complete bar charts What is the United Kingdom? Satelite image of the British Isles Look at satellite image A. It shows the British Isles on a cloudless day. The British Isles is a group of istands separated from the rest of Europe by the sea. While Great Britain and The United Kingdom Ireland are by far the largest islands, (UK) was formed in 1707 when the there are many smaller ones. Some, Kingdom of England (including Woles) like the Isle of Wight (photo B) are ‘and the Kingdom of Scotland united. inhabited, but others are small In 1801, the Kingdom of Iretand wos pieces of land in the sea. ‘added to create the United Kingdom Cf Great Britain and Ireland. Island - a piece of land surrounded by water inhabited - lived on ration - ¢ group of people with a strong sense of identity region large area, often part of ‘acountry such as the South West region in the UK county - historical administrative ‘area, such as YorkshireCole Volceaem ealecero Cottam Cone CRUG Now look at map C. It also shows the British Isles. Notice that itis divided into two countries - the UK, and the Republic of Ireland. + The UK is made up of four nations - England, ‘Wales, Scotland and Northern Ireland (map D).. + Great Britain (or Britain) is made up of England, Wales and Scotland but not Northern Ireland. (map €). @ . o f nd NORTHERN TRELAND 2 Dulin Ri : 2 The British Isles The UK (0) Identify which nation you live in. (0) State the capital of the UK. (©) State the capital of the Republic of Ireland. Complete an outline map of the British Isles by doing the following: (0) Using maps C-E, identify and label the following nations. Use colours to show the different nations. + England + Northern Ireland + Wales + Republic of Ireland + Scotland (b) Draw lines (7/7) or dots on the nations that make up the UK. (©) Use the Internet or your school library to do some research to find your home region, and ‘add it to the map. Great Britain + England is divided into regions, such as the West Midlands and the South West (map F). These are broken down into even smaller areas, such as counties. Local governments, at county level, look after our services, including roads, rubbish collection and schools. England's regions BD 00 you know your flags? Each British nation has its own flag, as shown below. Try to match each flag to the correct nation. . a 7 i Table G lists the area covered by each nation in the British Isles. (a) Calculate the total area of the British Isles. (b) Present the data in the form of a bar chart. Don't forget to label each bar and the vertical scale. You can learn about drawing bar charts on page 289 of the ‘How to...’ section. Se a a eT ee ‘roa (0 lometes) Areas of nations in the British Isles !pHa Out and about in the UK The landscape, traditions and culture of the UK varies hugely from place to place. This is why itis popular for tourists from around the world. Look at map H. sertano Lenfek TSLANDS you knoy, + Football (soccer), rugby, olf, boxing and cricket were all invented in the UK. + Nowhere in the UK is more than 120 kilometres away from the coast + There are mote chickens in England than people. + 165 million cups of tea are drunk daily in the UK. ORKNEY gk ISLANDS & Kirkwall A SE os ATLANTIC ‘OCEAN IRISH SEA Liverpool canc 9 Lands Ena’Chapter 1: Introduction to the UK ® Challenge Plana school trip to visit an area in the UK. Where would you choose +o.go and why? Use map G and the intemet to help you decide Make alist ofthe places you would ie to visit. Include some photos, or simple sketches. B study map H. {@) Locate your home area. Do you agree with the way it has been portrayed on the map? (b) Identify two different uses of the sea around the British Isles, (©) Locate south-west England. Why do you think people like to visit this area? (@) Give two reasons why people like to visit Scotland. Identify the correct city for each of the photos I-L, using mop H. Here are ten general knowledge quiz questions based ‘on map H. Try answering them on your own or in teams. You may need to use the Internet to find some of the answers. (c) Whet is the name of the famous stone circle in southern England? (b) Which famous writer was born in Stratford-upon- Avon? (©) Who is said to have lived in woods on the outskirts of Nottingham?’ (d) Which river does the well-known bridge in Newcastie cross? (€) What instrument is being played by the Scotsman on the mop? (f) What famous ship was builtin Belfast? (g) What sport is played at a course in St Andrews? (h) What names given to the waterways near Norwich? () What is the name of the football stadium in Manchester, home of the Reds? () What is the name of the famous bridge in Bristol? [BD Theres a variety of landscape, traditions and culture across the UK. Evaluate this statement using evidence from map H. | See page 295 of the ‘Command word glossary’ for help with the comment word ‘evaluate’In this unit you will learn about: Key Skills + the Lond’s End to John o'Groats challenge | + Understand and use numerical data + the diversity of the UK. + Describe landscapes from photos + Complete atlas maps + Label and annotate photos What is the Land's End to John o’Groats challenge? national park - an area of Have you heard of the phrase ‘Land's End to John o’Groats’ It is a route ee that stretches the whole length of the British Isles (brochure A). Land’s End. a is in the far south-west of Cornwall. John o’Groats is in the far north-east y ¥ based on creative industries such corner of Scotland. In total, the route stretches for 1407km. a trata onal Ts Many people walk, cycle or run the route in aid of charity. Most cyclists take 10-14 days to complete the challenge. Walkers can take up to. month. SS LANOSENO fad PENNANWL The record for running the route is 9 days! “Your journey will start at Land’s End in Cornwall, on the south-west tip of England. You'll ride through Cornwall, over Dart moor and continue north along the Welsh border. You'll pass by the Lake District and into Scotland, pedalling through the Scottish Highlands, until you reach the north-east tip of Scotland, and Pr your destination - John o'Groats. In 2005, Surrey golfer Dovid Sullivan walked from John o'Groats to Land's End, hitting golf balls all the way. It took him seven weeks, wonder how many golf balls he lost! ‘The Parker Solar Probe launched in 2018 ‘would cover the same distance in just seven seconds. It travelled up to 430,000mph! It will be a tough challenge, but ‘a wonderful way to see some of the beautiful and varied 7 landscapes of the British Isles.” & HK o 1 aera =? (Gyelng fram Land's End to John o'GroatsTHE JOURNEY Let's explore the UK by following the route from Land’s End to John o'Groats. The journey starts at Land’s End (photo B) in Cornwall. CORNWALL A sign at Land's End points to other places Comwalt is a remote part of the UK. In the past it was famous for its tin mines ond the mining Me of china clay, whichis used in making paper ond toothpaste DARTMOOR = , Today its © popular tourist destination, particulary for The route passes by Dartmoor, one of arfers (photo G) the UK's most popular national parks. The high rocky moorland is famous Surfers Polzeath beach, Cornwall for ts wild ponies, narrow lanes ond : pretty villages (photo D). Does your ee FS school take par in the annual ‘Ten BRISTOL i ae ee So 1215 Chaltenge’ on Dartmoor? ¥ Bristolis c historic port city in south-west ~~ England with a population of 450,000 people Its close to the River Severn and the busy junction of the MS and M4 motorways. Ithas a thriving creative ‘economy and is home to Aardman ‘Animations, which created Wallace «and Gromit and the film Early Man, Bristol prides itself on being one of Europe's ‘greenest’ cities. It hosts an annual balloon festival photo E). Qe Bristo’s annual balloon festival Typical Dartmoor ‘landscape and ponies . ia WELSH BORDER \ y Beyond Bristol, cyclists and walkers head north following the border of England and Wales. Hereford, on the River Wye, is a small cathedral city with a population of about 60,000 (photo F) The cathedral is home to the Mappa Mundi, a world-famous medieval map of the world dating back to the thirteenth century. Hereford cathedral and the River Wye *«1.2 Land's End to John o'Groats ST HELENS AND MERSEYSIDE 2 ~ 4 Beyond Hereford and Shrewsbury, the route continues to St Helens on Merseyside (on the banks of the River Mersey). Inthe past this industrial area was important for making cotton and linen using local coal and cotton shipped from the USA. Glass making hos been a major employer in St Helens (photo 6) for many years, THE LAKE DISTRICT Beyond Preston, the route passes by the Lake District National Park, cone of the UK's most dramatic mountain landscapes. Famous for the writers Beatrix Potter {author of The Tole of Peter Rabbit) and eighteenth-century poet William Wordsworth, itis popular with outdoor adventurers keen to explore the lakes and ‘mountains. England's highest mountain, Scafell Pike (978 metres isin the Loke District (photo H). @ SCOTTISH HIGHLANDS | Scafell Pike, England's highest mountoin Further north is Inverness, the lorgest city in the oO Scottish Highlands. With a population of almost ‘A museum and gallery space in StHelens dedicated to ‘glassmaking SCOTTISH LOCHS 2 Into Scotland, the route passes through spectacular landscapes of lochs (lakes) and mountains. Loch Lomond (photo I) and the Trossachs iso national park just north-west of Glasgow. It is a popular walking and. boating a destination , ‘ 50,000 people, itis said to be one of the UK's happiest cities. Inverness is an important r) i‘ ~ a2 Competitors lining up to toss the caber at the Inverness Highland Games centre for bagpipe players and it also hosts an annual traditional Highland Games (photo J). & JOURNEY’S END — JOHN 0’GROATS ‘After a gruelling 1407km, the endis in sight (photo K). John o'GroatsUse the Internet to find out about another long distance walking route in the UK. Some examples include the Pennine Way, the Coast to Coast, Offe’s Dyke and the Highland Way. Look at photos B and K. (6) Identify which is closer to New York. Land's End or John o’Groats? (6) The record for running the route (from Land’s End to John o'Groats) is nine days. Calculate how many kilometres a day, on average, the runner would cover. Look at all the photos in this unit. Choose two and describe the landscapes. Look at satellite image L. (0) Onan outline copy of the UK draw the borders and write the names of the three nations that the route passes through or close to. (©) Use brochure A on page 16 to draw the route from Land's End to John o'Groats. Label the locations along the route mentioned in the text. (©) Add one fact for each location to annotate your map. (2) What difficulties might riders find towards the end of the route in the north of Scotland? Use evidence from the satellite image to support your answer. (a) Draw a map to show the route. (6) State how many kilometres long the route is. (©) Annotate your map with text and photos to describe some of the places and landscapes along the way. To calculate the average miles covered per day, divide the total distance by the number of days taken, A satellite image of the British Isles .a: 1.3» The UK in Europe In this unit you will learn about: Key skills + the countries and capitals of Europe + Use and interpret political maps + the links between the UK and the rest + Complete pictograms of Europe. The UK in Europe ‘The UK is part of Europe (map A). Many countries in Europe belong to the European continent — a large Union. They have formed close economic, scientific and cultural links with one landmass, for example ‘another. Following a referendum in 2016, the UK voted to leave the European Union. Europe or Asia European Union - 0 group &R& "Sof European countries whose governments work together trade — buying and selling goods imports - goods and services that enter a country exports - goods and services that leave a 206 jor SPAIN Sensei Bcptetcty ‘The countries and copital cities of Europe pefel rye Sep ecetottacty Ross Links between the UK and the rest of Europe Despite being an island, the UK has very strong links with continental Europe (photos B-J) ‘Channel Tunnel Opened in 1994, this 38-km tunnel linking the UK and By 2018, over 80 million vehicles (and 2 million France is the longest undersea tunnel in the world. _cats and dogs!) had been transported through the 13,000 people were involved in its construction. tunnel since it first opened. The journey time from Folkestone to Calais is just 35 minutes. The driling machine used to cut the Channel Tunnel, ‘A Eurostar train emerging from the Channel Tunnel displayed at Coquelles, France into France Trade Nearly 50 per cent of the UK’s trade (imports and exports) is with countries in the European Union. Exports from the UK include machinery, pharmaceuticals (drugs used for medicine), Paper and textiles. Financial and business services are also exported from the UK. Imports to the UK include vehicles, electrical machinery, and fruit and vegetables. Many of these goods ‘and services are transported by rail, ship and plane. Lorties leaving a cross-channel ferry ot Dover (Oranges from Spain are imported to the UK1.3. The UKin Europe Travel In 2017, almost 16 million people from the UK visited Many Europeans choose to visit the UK. They want Spain, the most popular European destination. The warm and sunny weather attracts people from the UK throughout the year. to see the historical and cultural sites in London and visit places like Stratford-upon-Avon (Shakespeare's birth town) and Stonehenge. More than 5 million people from the UK vist Tenerife Tourists at Buckinghom Pelace in London in Spain every yeor Space and research Education Europe and the UK work together in scientific and space research. ‘The European Space Agency is based in Paris, France. The European Organisation for Nuclear Research (CERN) operates a huge laboratory based in Geneva, Switzerland. Scientific equipment at CERN European Space Agency astronaut Tim Peak on his mission to the International Space Station, 2016 Many UK students travel to European countries like France or Spain to brush up their language skills or study the geography. And many Europeans travel to the UK to learn English or study in the universities. Geography students enjoying erépes in the French AlpsLook at Table K. Use map A to help you complete fillin the gaps. @ 10[ European countries and their copital cities BD Use mop A to help you answer the following questions. (a) Locate Poland. Does it share a border with Ukraine? (b) Which area of sea forms Ukraine’s southern border? (©) Some people think Istanbul is the capital of Turkey. Is that correct? (@) Of which country is Nicosia the capital? (e) Several European countries border the Mediterranean Sea. Identify one beginning with the letter ‘A’. (f) What sea would you cross if you took o ferry from Tallinn to Helsinki? (@) Find Gibraitar in the south of Spain. Which country does Gibraltar belong to? (h) How many countries border the Czech Republic? Chapter 1: Introduction to the UK BD © Give two advantages of constructing the Channel Tunnel. (b) The UK imports many cars from Europe. Can ‘you name three European car companies? (©) Explain why the UK imports alot of fruit such ‘as oranges, lemons, grapes and melons from countries in southern Europe. (d) Suggest why Europe is a popular destination for people from the UK. (e) Explain how students can benefit from links between the UK and Europe. Use the data in table L to draw a pictogram showing the most popular European countries: visited by people from the UK. See page 290 in the ‘How to..' section for help with drawing pictograms. (0) Using a scale of one person = 1 million UK residents, draw the correct number of people icons for each of the countries listed in the table. For some countries you will need to draw half a person! (b) Suggest reasons for the pattern of UK tourism in Europe. Spain France a0 Italy 40 Republic of Ireland 35 Germany 30 Portugal 3.0 Poland 25 Netherlands 25 Greece 25 Belgium 15 Top ten European countries visited by UK residents in 2017 a | !you will learn about: Key Skills + describing the local environment + Use and interpret ground photos + mopping the local environment + Complete mental maps and sketch maps + improving the local environment. + Write descriptively + Collect and interpret fieldwork data What is the local environment? The local environments a small area. It may be the area close to your local environment - a smoll area home or school. It could be a housing estate, a small village or a wood. such as a housing estate or park ‘mental map - a personal memory Tal-y-bont, Ceredigion, Wales map of on area Tal-y-bont iso village in mid-Wales. In the past it was important for lead sketch map — a map of an area that ‘and copper mining. The mines closed a long time ago and today many has not been drawn to scale people travel to work in nearby Aberystwyth, Look at photo A. This village green in the centre of Tal-y-bont is a good example of a local environment. | ZD batup aren coasting Amentel mop A sketch mapCole vacimemeatecerst tar E CORT TRON Mapping the local environment Local environments can be mapped in several ways. Very accurate maps drawn to scale ‘are published by the Ordnance Survey (0S) (see Units 1.5 and 1.6). Other maps include Ss mental maps and sketch maps. -_ Look at map B, drawn by a Year 7 girl to show her local environment. Mental maps like this are drawn from memory. We all create mental maps of the areas where we live and work. They show important features and help us to find our way around. ‘A sketch map is a map that has not been drawn to an accurate scale (see map C). It shows where things are in relation to each other but does not attempt to show accurate distances. Draw a mental map of your local area. Take a few © minutes to think about the area and picture it in your mind, Draw a rough sketch and identify the ‘main features (buildings, trees, roads). Then draw a neat version using colours. Label the main features. Look at maps D and E and photo F. Notice that there cre lots of activities on offer at the adventure pork (map D), both on and off the water. Map E is a sketch ‘map of the area shown in photo F. (a) Make a sketch of map E, then use it to design a children’s adventure park for Cawfields Quarry. Use map D to give you some ideas. You can add ‘your own ideas too. Do a rough plan to start with and then produce your neat sketch map. Sketch map of Norfolk Lokes adventure park, Norfolk (0) Write o few sentences to justify ‘your design. (©) Inno more than 100 words, write a short advert to To justify your design, you need to ‘ jive reasons for the choices you it 9 Gianna have made. For example why have soca ‘you chosen a particular activity for 6 senteaee i the wooded area? Sketch mop of Comfields Quary, Northumberland A lake in Cawfields Quarry, near Hadrian's Wall, Northumberland, |se Improving the local environment — Chimney Pot Park, Langworthy, Salford Look at photos G and H. In recent years this local environment has been redeveloped. The old terraces (photo G) have been modernised to make them into more attractive places to live (photo H). Notice that light wells, have replaced the old chimneys. This local environment, known as Chimney Pot Park, has been further Improved by limiting the number of cars allowed and by planting trees. ld terraced housing in Langworthy, Redeveloped Chimney Pot Pork, Salford Longworthy Re-wilding the local environment — Lost Effra ‘rain gardens’, Lambeth, London Re-wilding encourages managed landscapes to become natural again. It can involve re-introducing animals such as wild boar to forests or planting trees in urban areas. Lambeth in South London is a very built-up area. Several small rivers, such as the River Effra, have been ‘lost’ due to the development of houses and roads. This had led to flooding after heavy rain. The London Wildlife Trust has worked with local communities in Lambeth to create natural ‘rain gardens’ (illustration 1). Water pours off the roofs of houses and is redirected into the ‘rain gardens’. There its stored and used by the plants. This helps to reduce the risk of flooding, Other features include green roofs, where plants use and store water, and grassy wildlife areas to replace paving and concrete, ‘An exomple ofa ‘rain garden’ redevelop - improve c run-down ‘reo, usually in a town or city re-wilding - restoring and protecting natural processes and ecosystems urban - in towns or cities rain garden an area of grassland, flowers and trees that stores and uses up water to reduce the risk of flooding guerrilla gardening - converting ‘derelict or abandoned area into ‘a garden, often without legal permission to do so you Koy knoy. Thenarnichiney pot Park came em the ropa wer the surrounding ere wth elit seen pat.folie relcoaem atecerelrtaist MORI TEL leWerr a cis Carry out a litter survey in your school grounds. (©) First make a prediction of what you expect to (a) Select 10-20 locations on a site plan or map of find. Which areas do you think will have most your school. litter? Why? Then collect your results. (b) Create a litter index to assess the litter at each (d) Present your results by drawing a small circle at location. For exampl each location on the plan or map. Colour each Circle according to the liter index value (in the rane era ie st table above this is 1-5). (Alternatively, your ra a teacher may show you how to plot isolines,) 2 "pleco of tear | Yallow (e) Describe your map. Does it show what you 3 a pecssoretar | OnTGe expected? a Handfutofitter [Red (Evaluate your map. Do you think you would find 5 More thon a handful Black the some results on every day of the week? How oftitter ‘might the weather (wind) or other factors (such 4s sports day) affect your results? Ecce ‘This urban area needed to be redeveloped.’ Use evidence g from photo G to support this statement. Look at photo H (2) Describe the light wells on the roofs. (b) State the purpose of the light wells. (c) State what other improvements have been made to the local environment. (d) Suggest any further improvements that could be made. BD Look at illustration 1 {o) State how water is carried from the roofs of buildings to the ‘rain gardens’ {b) Explain how the ‘rain gardens’ help to reduce the risk of flooding. {c) Suggest one other benefit of re-wilding this urban area. Poolway Shopping Centre, Birmingham at S [Look at photo J. (a) Describe the local environment, (b) Suggest how this local environment could ae be redeveloped and improved. Look at photo K. It shows an example of ‘guerrilla gardening’ where local communities turn an Pe aetteels ba dare ae esr Unpleasant, run-down piece of land into a garden. sow might plants and trees improve the rea? Do you think roadside gardens like this reagood ——. Could stret furniture such os benches help? idea? Justify your answer. To suggest improvements, consider:y In this unit you will learn about: + Ordnance Survey (05) maps. Maps and photos Look at photo A and map B. The map shows the same area as the photo. Locate the River Mole on the photo and the map. Now locate and follow the route of the A24. Notice that the map uses symbols to show features such as roads and schools. These are explained in the key. Like all good maps it also has a title, a scale and a north arrow. g a Aerial photo of the River Mole valley near ‘Mickleham, Surrey ord YOU kno, What are OS maps? Ordnance Survey maps (or 0S maps) ‘are extremely detailed maps. ‘They use symbols and have grid lines to help you locate places. You will use 0S maps a great a deal as you study N ‘geography. 1_____t using OS maps Learning about the UK Key Skills || + Use and interpret 0S mops | + Use and interpret aerial photos | + Label maps Ordnance Survey (0S) maps - very detailed maps of Great Britain available ot different scoles ‘Map and key of the River Mole valley near Mickieham, Surrey 32 33 iy ee rotvey se pbtepath Gm woods mmointect —oidge Sch choot] fells x seconiay Z rosedbonk post wood temvonimene, © icoel rycesesrascsttacty a Rss ¢ Asense of direction Locate the north arrow in the top left-hand comer of map B. Most commonly, the north arrow on @ map points straight up. But be careful! Always check the N north arrow to make sure, NW NE Diagram C shows the eight points of a compass. They allow you to be quite precise when giving directions. Using the compass with map B shows you that: WwW E + The railway runs roughly north-south. So does the A24. + The church in Mickleham Village is east of the SW SE post office. +The pub in Mickleham Village is south of the school. Ss Eight-point compass * section (pages 281-282) outlines OS map skills, including giving compass directions, measuring distance and using grid references. See also page 304 for a guide to OS map symbols. BBD Study photo A and map B. (0) Draw the symbol for a bridge over the river. = {b) Identify the farm located nearest the well. eo (@) State the number of the secondary road. (@) There is o pub in Mickleham. Identify the other three buildings that serve the local community. Draw the symbol for each one. BD chip the seagull took a trip across the area in map B. Circle or x A underline the correct directions. From Lodge Farm Chip flew south-east / south-west to Cowslip Farm. He walked (slowly) along the public path to Swanworth Farm which is north / east of Cowslip Farm. He continued east / north-east flying above the public path towards Mickleham Village. Use the eight point compass (diagram ¢) to help you. Make up your own short story about Chip the seagull, using the ‘map and giving directions.PASM reenter Carhart che ur sry Measuring distance Look agoin at map B. Notice that a line has been drawn under the linear scale ~ oO called (b) Make a copy of diagram J. Add annotations angulor sub- rounded very to describe the process of longshore drift. seguir fnguar founded rounded The Powers scale of pebble roundness =o TLL Number of pebbles | Total Peomarricg etc rears Pec cory How longshore drift works mcr Tally chart for assessing pebble roundness"Gin this unit you will tearn about: Key Skills, + the location of mountains in the UK + Use, interpret and complete physical maps + safety in the mountains cand diagrams + the process of freeze-thaw weathering + Label and annotate maps and diagrams + past glaciation in the UK. + Draw sketches from photos + Use and interpret OS maps + Describe landscapes from photos In 2011, Mark Cooper, who has cerebral palsy, climbed to the top of Ben Nevis, the UK's highest ‘mountain (photo A\. ‘It was hard going, a long slog, and the closer we got to the top, the further away it seemed. We met many walkers, who were on their way back down, and they kept saying ‘we were nearly there. But the top never seemed to appear. Sadly, once we finally made it to the top, the fantastic views I had been promised were a litle less impressive due to low clouds. But we had done we had climbed the highest mountain in the British Isles (1,344 metres).” Many people climb mountains for the physical challenge and to enjoy the amazing landscapes. However, mountains can be dangerous places. Photo B shows a Scottish mountain rescue team dealing with an injured wolker. Every year, volunteer mountain rescue teams help hundreds of people who become lost or injured in the mountains. Mark Cooper and his team of helpers climbing Ben Nevis Map C shows the locations of mountains in the UK. Notice that most are located in the north and west. Scotland is particularly mountainous and that is where Ben Nevis is located, Mountains are formed of tough rocks. The Scottish mountains are formed from ‘ancient igneous and metamorphic rocks, which are very resistant to erosion, The Pennines are formed of limestone, a tough sedimentary rock. (See Unit 2.2 for more on the different types of rock) Mountains are important for many reasons. They form beautiful and spectacular landscapes, and offer opportunities for o range of adventurous ‘ectivities including walking, mountain biking and climbing, Mountains trigger ‘a type of rainfall (see Unit 3.3) and help to store water. Many species of plants ‘and animals live in the mountains, such as heather and red deer. Mountains also provide important nesting sites for birds. Coirngorms Mountain Rescue teom ot work ‘Theme A: The geography of the United Kingdom.LeveL Toit h a-de gy nies CoM Cras kre} LB b oa RONG BD Map ¢ shows the location of some of the UK's e mountain ranges and uplands. () Ona blank map of the UK, draw and label the mountain ranges and uplands shown on map €. (b) Lobel the three rivers, the seo creas and webrdese the islands, (c) Identify which mountain range Ben Nevis cae isin, (d) Identify which mountain range is closest to your home or school, Give three ways that mountains are important. Use the Internet to find a photo of a UK mountain range. Imagine the photo is on a postcard. Write a few sentences to describe the landscape to a friend or your family Look at itustration D. 4 (@) Give one item of clothing suitable forcold 9100200 te at weather. ieee hmiseaat ee (b) Give one item of clothing suitable for wet Mountains in the UK conditions. 0 (©) Do you think this person is dressed for a winter or summer walk? Give reasons for your answer. (@) Suggest why itis important to dress correctly rucksack with spare clothing, Tood anda woollen het ee when walking in the moun wen nara BD Look at diagram E. (c) Suggest which items you should pack for a winter walk. mene, compass (©) Suggest which items you should pack for a summer walk. (©) Suggest one additional item for a winter walk and a summer walk. Explain your choice. Worm het Food Gloves @ eo — First oid kit, me ro a Y iis & of ter aoe Items to pack into a rucksack Being prepared for mountain walks loves woollen secke strong shoes orboots {oot weles)s mountain landscapes ‘The very hard rocks that for mountains have been shaped by many different processes. You are going to study two processes: freeze-thaw weathering ond glacial erosion. Freeze-thaw weathering is very active in the mountains. Look at diagram F to see how the process works. Now look at photo G. This impressive landform is called a corrie (locally spelled ‘coire’). Frost weathering hos helped to shape the very jagged peaks and has created the rocky scree slopes above the small lake (called o tarn). Corries ‘re formed by a combination of freeze-thaw weathering and glacial erosion. Glaciers scoop out the rock to create a steep backwall and deep hollow. In the past, when the climate was colder, much of the UK was covered by ice sheets many kilometres thick. Map H shows the coverage of ice over the UK during the last Ice Age about 18,000 years ogo. Reinwater collects in o crack The temperature flls below O°. The water Freezes and expands, making the cack bigger Eventually after repeated freezing ond thawing, the rocks break of. Freeze-thaw weathering CCoire Lagan in the Black Cuillin mountains, Isle of Skye, Scotland freeze-thaw weathering - where water continually freezes in the cracks of rock, making them bigger, and eventualty breaks the rock apart corrie - round hollow made in the side of a mountain by a glacier scree small loose stones created by freeze-thaw weathering torn a smoll mountain ake lacier- a iver of ce, usually occupying valley ice sheet -o large layer of ce several kilometres thick iene] Edinburgh io sBetrast Dublin« wr 3 Peas a“ nN 190 290 kn Ice coverage in the UK during the most recent glacial period The Aletsch Glacier, SwitzeriandMake a copy of diagram F. ‘Add labels to describe what is happening. Study map H, Describe the extent of ice over the UK. ED. Look at photo 6. |{<2) (@) Draw a simple outline sketch of the cortie in the photo. For guidance on drawing sketches from photos, see ‘How to..” on page 287. (b) Label the following features: + Jagged rocks formed by freeze-thaw weathering + steep rocky backwall + scree slope + tarn lake in the bottom of the corrie. (©) Suggest why corries like this are popular visitor attractions. Loch Avon in the Caimgorm Mountains, Scotland Chapter 2: Physical landscapes in the UK The OS map J shows the Cairngorm Mountains in Scotland. In photo K you can see the lake Loch Avon. You can learn more about OS maps and their symbols on pages 281 and 304. (a) Photo K was taken from Shelter Stone crag square 0001. State the direction the photo is facing. (0) State the maximum depth of the lake, (c) State the length of Loch Avon. Is it 2.5km, 3km or 3.5km? (4) Give the name of the highest peak on the map J. State its height. {e) Locate the peak Beinn Mheadhoin. Give its six- figure grid reference. For guidance on giving grid references, see ‘How to..” on page 281. (A) State ifthere are any signs of human activity on map J or photo K. {g) Look at the cliff labelled x on photo K. Suggest why this cliff may be weathered by freeze-thaw. Coun copyigne Closely spaced contours indicate a very steep slope. Contours that are far apart suggest that the valley floor is quite flat. Bare cliff face (0S map extract of Loch Avon and Cairn Gorm (scale 1:50,000)Key skills + Use and interpret physical maps + Understand and use numerical data + Complete bar and line charts + Describe landscape and land use from photos Key Look at atlas map A, which shows the relief of the British Isles, In the key, notice that different colours are used to show the height of the land. (Oranges and browns show the highest land, whereas greens show the lowest land. The highest land is found in the north and west of the UK, particularly in Scottand, Wales ‘and northern England, The lowest land tenids to be found in southern and eastern England. Map A also shows the courses of the major rivers and some of the largest lakes, estuaries and seas in the British Isles. relief - the height and shape of the land land height above se level in metres i | 7) i iraeren FSR] 000m 01-1000] 21-soom EE] o1-200m ‘eines esl ends bighes paoks with Fela inmates ATLANTIC OCEAN Physical map of the UKStudy map A. Copy and complete table B to. identify the UK's highest mountains. CB) reed England Wales Scotland Northern Ireland ighest Height fc) The UK countries’ highest mountains [By state which UK country the following mountain ranges and uplands are locate (a) Southern Uplands _(c) Brecon Beacons (b) Antrim Mountains (4) Cotswold Hills Give the name of the area in England where some of the land is below sea level. Complete the names of the following UK rivers. (0) _e_s () B_n_ (b) e_er_ (@) _to__ ‘The River Severn flows into the Bristol Channel. Give the names of two other rivers that flow into the Bristol Channel, [BD State which statement is true and which is false. (a) The North Channel separates Northern Ireland from England. (b) The Firth of Forth is in eastern Scotland and the Firth of Clyde in western Scotland. {c) Lough Neagh is in Wales. ‘The highest land is in the north and west of the UK and the lowest land isin the south and east.’ Do you agree with this statement? Use evidence to support your answer, BD book at graph c. (6) Copy and complete the graph to show the heights of the highest mountain in each of England, Woles, Scotland and Northern Ireland. Scafell Pike has already been drawn for you. ole B aN ea Ce MLN ery Coc es RO (b) Calculate the difference in height between e Ben Nevis and Scafell Pike, 2 $ 1500 = £ E 1000 = eee Z £500} {—-— Bo — —— 2 SeofellPie Snowdon BenNevs Sieve Danard Heights of the UK's highest mountains [BD Toble D tists the five longest rivers in the UK. (0) Copy and complete the graph E to compare the lengths of the rivers. The line for the River Severn has been drawn for you. (b) State which mountain range the source (where it starts) of the River Severn isin. (c)_ State which river has its mouth (where it ©__ tows into another body of water inthe Wash Severn 354 Thames 346 Trent 297 Great Ouse [230 wye 25 The five longest rivers in the UK 6... Best Thames gent = Great Ouse. ‘Wye- 0 $0 100 150 200 250 300 350 400 Distonce (em) Lengts of the five ten rivers in the UK FED Find a photo of the Fens in eastern England. () Describe the landscape. (b) Suggest why it iso valuable area for farming. 55 Pee at erroWeather and climate in the UK 3.1 , Recording the weather In this unit you will learn about: Key Skills + weird weather in the UK + Annotate and label maps F. + how to record the weather + Use and interpret ground photos \ + how the weather affects people + Collect and interpret fieldwork data + forecasting the weather. Weird weather in the UK (On 16 October 2017 many people in the UK noticed something very strange. ‘atmosphere - the layer of air In Bristol, the sun was red and over London the sky had turned an orange: ‘around Earth colour (photo A), weather - the day-to-day condition of the atmosphere (e.g temperature, wind, rainfall) climate - the average weother conditions over a long period of time, usually 30 years precipitation - water falling from the atmosphere to Earth's surfoce (e.g. rin, snow) The cause of this unusual event ‘wos a hurricane in the Atlantic called Hurricane Ophelia. The | storm dragged sand from the Sahara and sucked in debris from forest fires in Portugal (map B). It was this dust in the atmosphere that changed the direction of the sun’s light, turning day into dusk across ‘much of the UK. The sky turned orange over London = Hurricane Ophelia ord OU know ‘In 2000, it rained fish" (sprats) in Great Yarmouth when @ ‘mini-tornado lifted a shoal of fish from the sea and dumped them on the town. + In 1818, locusts rained down on the villoge of Haddenham in Cambridgeshire during a thunderstorm. They had been ‘whisked up into the atmosphere ‘and carried all the way from North Africa! Key > path of Saharan dust ‘Theme A: The geography of the United Kingdom = dust wos dragged towards the UK by Hurricane OpheliaRecording the weather ‘What's the weather like today? Is it raining outside? How warm or cold is. it? Is it calm or ‘blowing o hurricane’? These are the questions we need to ‘answer when observing the weather. + The weather describes the conditions of the atmosphere at a particular time. It includes elements such as temperature, wind direction and. wind speed. + The term ‘climate! is used to describe the average weather conditions over a long period of time, usually 30 years. The weather is measured using various equipment (table D). Chapter 3: Weather and climate in the UK The Stevenson screen protects weather- recording equipment from rain, snow, winds and animals Temperature | Thermometer How hot or cold @ placeis : O Rain gauge [mm | The amount of rain or snow natrastoten | [SZ [sme [CD ows [=| 3. Windvone[X,S, | the drecton the oe [fea (Olam etc. _| wind is coming from sw a — Trenondier Jimhor| Row ste windis | | Bir [Om knots _| blowing Ls D fierce, [Qa] sees Satelite | oktes | How much ofthe sky amawal Ch [nes aia sewwesincosd | Dwar [Om a [reorccin | J [sore [Cap soins ore : 2 i= (Ol Interpreting weather symbols = i sae — Table E shows the weather symbols used on a weather mA e chart. 4 full example is shown under the table, = [ue [sree =| oo ‘Temperature - given Cloud cover - measured in degrees Celsius ‘Wind speed - measured in knots (1 knot = 1.85km/h) in 8ths (oktas), where 8 ‘oktas is complete cloud ‘cover and 4 oktas is half cloud cover In your own words, explain the difference between weather and climate. BD State as many different types of precipitation you can think of. BD stugy photo a. (c) Describe the scene over London. (b) Suggest why this was unusual weather for the middle of the day. Study map B. () Ona blank European map, draw a series of arrows to show the flow of air from the Sahara Desert to the UK. (b) Label the Sahara Desert, the Mediterranean Sea, the Atlantic Ocean and Hurricane Ophelia. (©) Describe the flow of air responsible for dragging Sahara dust to the UK. Refer to compass directions in your answer.3.1 Recording the weather Forecasting the weather ‘The weather forecast predicts the likely weather in the future. Many groups of people are interested in the weather forecast: ‘The weather affects much of what I do. Sunny, dry weather is ideal for harvesting. If winter arrives early, I need to bring the sheep in. Ifit's too windy, I can’t spray the land with fertiliser and pesticidl Former “The open sea is a very dangerous place to be if there is a storm. If conditions are too wild at sea, I can't risk damaging the boat or putting people's lives at risk. I also need to know ‘bout wind strength and direction as I navigate the harbour. Fisherman ‘The weather hos a huge impact on what shoppers want to buy. Thave to make sure there are salads when itis hot, and plenty of drinks and ice cream. | also have to make sure we have the right clothes... and plenty of umbrellas if rain is forecast!” Shop owner Do you know what the weather forecast is for the next few days? You can. find out by looking up the Met Office or BBC Weather online. Weather forecasts are often given on the radio, television or in newspapers. How are weather forecasts made? Look at photo F 1 shows group of scientists g discussing the weather forecast for the UK. They are based at the Met Office in Exeter. The computer screens display up-to-the-minute information from the 6000 weather stations across the UK together with global satellite information. The scientists use powerful ‘computer models to help them forecast the likely ‘weather conditions for the next few days.Chapter 3: Weather and climate in the UK leWer rr eas) Measure and record the weather for a week. (6) Take a photo on each day to record an Monday | Tuesday | Wednesday | Thursday | Friday image of the day’s weather. Date: | Date: | date. Dete: | Date (b) Write your results ina copy of the table, | Temperature Illustrate it with your photos. Precipitation (c) Write a summary of the week’s weather | Wind direction and how it affected you. For example, | Wind speed think about the clothing you wore and —_[ Cloud cover activities you could or could not do. Irs x ge ‘Suggest why the weather forecast is important to the following Use the Internet to help you write people. ‘ond present a weather forecast (@) Hotel events manager specialising in outdoor weddings feel een loo ease (b) Wind farm manager Met Offic Webel whan You (©) Fire brigade commander can search for your nearest town, {@) Senior groundsman for a Premier League football team ‘The BBC weather website has a feature ‘Weather for the week (e) Owner of a cafe that has outdoor tables chs ich wll ghasyoa sore BB study tables» and Useful information You can also (a) Complete the table to describe the weather station model in ale vs cies of forecters presenting the weather to help the artwork below. The temperature has been done for you. oF Don forget incude the ns Pecans Temperature [12°C | Temperature information about temperature, Precipitation precipitation, cloud cover and wind. Wind direction fr councoet ind pac Wind direction resent weather Cloud cover Wedd ed (6) Draw weather station symbols to show the weather recorded on Day A and Day B. a Temperature Precipitation (present weather) | Snow shower | Thunderstorm as Wind direction North South-east Wind speed 15 knots | 5 knots Cloud cover 6-oktas Boktas Look at photo C. Use the Internet to explain the following (0) why the Stevenson screen is white (b) why itis slatted 4 (c) why itis a set distance off the ground, x ‘Theme A: The geography of the United ream @In this unit you will learn about: Key Skills + the effects of the 2018 ‘Beast from the East’ + Use and interpret cartoons + air masses affecting the UK + Interpret atlas and choropleth maps + the effects of the prevailing wind and the + Understand and use numerical data North Atlantic Drift ocean current. + Collect and interpret fieldwork data The ‘Beast from the East’ ‘ir mass ~0 large body of air that ‘travels from one area to another prevailing wind - the most common wind direction In March 2018, after a fairly average winter, all eyes were looking towards the East. Nicknamed the ‘Beast from the East’, bitterly cold weather swept across much of Europe and the UK from Siberia. Heavy snow fell across parts of the UK causing deaths and serious disruption _-—-©cean current - a flow of warm or to transport services (article A). Snow fell as far south as Spain and Italy. cold water in the ocean WARNINGS AS ‘BEAST FROM THE EAST’ GRIPS THE UK ‘The UK is experiencing some of the most difficult weather conditions for years. Snow, ie, strong winds and bitter cold are causing death and disruption asa cold snap ~ ‘Beast from the East — blasts the country. ‘As temperatures dropped and up to 50cm of snow fell on high ground, the Met Office issued its most severe alert ~ a red warning, meaning the weather conditions may pose risk to life. ‘Across the UK, thousands of schools have been closed and hospital operations cancelled. ‘Travel has been disrupted too. Thousands ‘of drivers were left stranded in freezing temperaturesas police urged people not to travel, and air and rail passengers faced cancellations and delays. ‘And the UK economy is feeling the effects too, The weather is costing the UK millions Shops and businesses have been forced to close early, and some supermarkets ran out of the basics such as bread and milk, And, with over '8000 road accidents in just three days, costs to insurance companies have already reached over £10 milion, “Adapted from news reports ‘Have you seen the see-saw?" ‘Theme A: The geography of the United Kingdon ‘You're standing on it!” .Chapter 3: Weather and climate in the UK What affects the UK’s weather? You are going to look at three important factors that affect the weather in the UK - air masses, the prevailing wind and the North Atlantic Drift ocean current. Air masses ‘The UK experiences very changeable weather. One day can be cold and wet whereas the next day can be warm and sunny. The main reason is to do with air masses. Look at diagram C. The UK is rather like o weather ‘roundabout Itis affected by several different air masses arriving from different directions. ‘The south and west of the UK are often affected by air masses from the Atlantic Ocean and Europe. Scotland can be affected by cold air mosses from the Arctic. Use the Internet to create a news report on an extreme ‘weather event in the UK in the last five years. Study article A. (@) Suggest why the storm was nicknamed the ‘Beast from the East’. (0) Look closely at the photo in article A. Describe the effects of the heavy snow on road transport in the UK. (©) Suggest the effects the snow had on shops tnd businesses. (2) Mony people lost electricity, some for several days. Imagine this happened to you. Suggest the effects this would have on you and your family. {e) Can you suggest any benefits from the severe winter months? Study cortoon B about the effects of the ‘Beast from the East’. Design your own cartoon using the information in article A to help, Air masses offecting the UK BD.) Moke a copy and complete the table below. Use diagram C to identify the correct air masses. fs Eien North Attica Central Europe Greenland/Arctic Sea ‘Atlantic Arctic (b) State which air mass was responsible for the ‘Beast from the East’. (c) For much of the time the UK experiences cloudy, wet and mild weather. State which ‘oir mass brings this weather. (4) Suggest why the tropical continental air mass brings hot and dry weather to the UK. (e) Suggest why the polar maritime air mass brings cold conditions to the UK. l3.2 | Why is our weather so changeable? Prevailing winds and ocean currents Most ofthe time in the UK the wind blows from the south-west. This is the direction of the prevailing wind. Wind direction is olways given 4s the direction that the wind comes from. Look at map D. Notice that the prevailing winds come from a relatively warm direction. As they pass over the Atlantic Ocean, they pick up a lot of moisture. This is why south-westerly winds bring cloudy, ‘wet and mild conditions to the UK. Ocean currents transfer heat ‘round the world. The North Atlantic Drift is a warm ocean current that affects the UK (map D). It transfers warm water all the way from the Caribbean and helps to explain why warmer weather is, experienced along the west coast of the UK. Look at map E, which shows sea surface temperatures in cuturin. Look at the key and notice how wormer waters (the red and brown colours} from the Caribbean surge Up the west coast of the UK towards Iceland and Norway. sea surface temperature - the ‘woter temperature of the surface of the ocean “Aworm ocean current called the North atlantic Drifthelps to keep the weather mild (not too het or cold) ‘The west ofthe UKis ‘wetter because the wind brings rainfall in from the Atlontie Geean - The prevaling most common) inthe UK come from the south-west High areas tke the Loke District ‘ond Wales have o lot of rain The southem and ‘eastern parts of the country are further ‘ancy so cet less rainfall The prevailing wind and North Atlantic Drift ocean current g Sea surface temperatures Key Temperature CC)Chapter 3: Weather and climate in the UK Q Fieldwork Activity Investigate wind direction for a month, (a) Each day, record the wind direction in an open area away from buildings and trees, Remember to record the direction thot the wind has come from. (0) Complete a summary table like table F) and use the date to present your results for the month as a wind rose. (0 Compare your results with those for Tamworth. Use the Internet to find out about winds in the UK today. You could use these websites for your research: (0) Give the wind strength and direction in your home + Met Office wind map: go to www.metoffice gov. rea. ukfpubleweather and srl down (6) Is there a general pattem of winds across the UK? a + XC Weather. DD study map &. (a) State the name of the warm ocean current that brings mild conditions to the west of the UK. (&) Compare the temperatures at Liverpool and Newcastle. (©) Explain why the coast of Norway remains ice free throughout winter. (@) Explain how the North Atlantic Drift affects sea surface temperatures around the coast of Iceland. B Table F contains wind directions for Tamworth, Staffordshire (see map D) in November 2012. rr Okee rrr of days Record of wind direction in Tamworth for November 2012 North [North-east [East [South-east [South | South-west |West | North-west (6) Calculate how many days no wind was recorded, (b) Make a copy of the wind rose in diagram 6. Using a single 8 colour, complete the wind rose. The north (N) value has ‘already been done for you. Shade one square for each day to show the direction that the wind came from. (6) State the direction of the prevailing wind. Is this what you expected? 2% (a) Suggest the likely weather experienced in Tamworth during = (Mw §=— e November 2012. k £ 3 ¥ Look back at map C. The wind directions will give you o clue to the likely weather experienced in Tamworth. For example, «a north wind is likely to bring cold conditions in Novembé vere alles Wind rose for Tamworth, November 2012In this unit you will learn about: Key Skills + the water cycle + Complete and interpret diagrams + the formation of rain + Write descriptively + rainfall extremes in the UK. + Use and interpret ground photos + Understand and use numerical data + Complete pie charts and divided bor charts Singin’ in the Rain Look at photo A. It features the actor Gene Kelly in the 1952 romantic reservoir -o large loke where musical Singin’ in the Rain. He is sploshing about in puddles because hehas —_wateris stored fallen in love! water eyele - the cycle of water between the oceans, atmosphere After the long dry summer of 2018, many people were pleased to see rain eae again, to water gardens and top up reservoirs. However, rainfall is not ciarfade tunotf water owing always welcome. It can spoil outdoor events such as weddings and sporting over the ground (e.g rivers) events. It can also lead to dangerous driving conditions and even flooding ‘evaporation — water changing from liquid toa gas (water vapour) ‘groundwater - water held underground in sol or in rock ‘transpiration - water released from plant leaves into the atmosphere condensation - water changing from a gos to a liquid (water droplets) Gene Kelly in the 1952 film Singin’ in Rain stops play at Wimbledon the Rain Evaporation from Condensation er cceons, lakes Neer The water cycle ‘ond streams, WANN. Preciitation To find out where rain comes from you need to understand the water cycle. Look at diagram C. Notice thot water is always on the move. Itis constantly being recycled between the atmosphere, the land and the ‘oceans. Plants are important too. They absorb water though their roots and release it through their leaves. 2 Rainfall - or more accurately precipitation ~ involves the transfer of water from the atmosphere to the ground. This can take the form of rain, snow, hail, sleet and even dew. The water cycleChapter 3: Weather and climate in the UK Construct a table to record four positive and four negative things about rain. Use the. Intermet to find photos to illustrate your table 0 draw your own sketches, a BD Look at diagram c. : t (a) Water may be stored in a river channel. Give two other places where water is stored. (0) Precipitation is an example of water transfer. Give two other ways that water is transferred within the water cycle. anes BD Diagram D shows a simplified version of the water cycle. Copy and complete the diagram or make up your own version. ” (c) Use diagram C to help you write the correct ea eoearnin a terms in the empty boxes. ‘sroundwoter low (b) Add other labels, for example for the ‘sun’. Simplified version ofthe water cycle Write the story of a raindrop as it passes through the water cycle. You can give the raindrop o name if you wish. Use sketches or drawings to illustrate your account. ety ee Look at table E, ce sheets, glaciers and snow 64 Groundwater 30 (a) Draw a pie chart to present the main stores See ee ee Solon i ameter er 1 ar 700 For guic che or guidance on how to draw a pie chart, Vr sree Feghwatar see ‘How to..” on page 289. (b) Use a different colour to shade each segment and add them to a key. (©) Give your pie chart a title, (d) State where most freshwater is stored. (e) Evaluate whether we should be concemed ‘about melting ice due to climate change. Use evidence from the pie chart to support ‘your answer. ‘+ Adrop of water may spend over 3000 years in the ocean before evaporating into the alr + A drop of water spends an average of Just nine days in the atmosphere before falling back to Earth. + An amazing 46.5% of all water is stored {5 saltwater in the oceans. Just 0.001% is stored in the atmosphere and. 0.002% stored in the world’s riversWhat makes it rain? Clouds relief rainfall - warm moist air forced to rise over mountains, cools and condenses to form cloud and rain Clouds are made of tiny water droplets in the cir. When air cools it condenses, turning water vapour into water droplets. When the water droplets join together they become larger and heavier. Eventually they fall towards the ground as rain. Look at diagram F. It shows some of the common types of cloud that occur in the UK (photo 6). Notice that clouds can be grouped by altitude into low clouds, middle clouds and high clouds. In the UK, most rain falls from nimbostratus clouds. Torrential rain may fall from cumulonimbus clouds. 20001 rimbastratus IRENE rots suotocumatus cumuies 1 cloud types in the Relief rainfall You will remember from Unit 3.2 that the prevailing winds in the UK come from the south-west. The warm, moist air off the Atlantic holds a great deal of water. As the air rises up and over the mountains in Wales, northern England and Scotland, it dumps huge ‘quantities of rain. This is called relief rainfall. Study Relief rainfall diagram H to find out what happens. g rer What is the UK's heaviest rainfall? The heaviest rainfall ever recorded in the UK fell on the small hamlet of Seathwaite, Curnbria in 2009. During «a four-day period nearly holf a metre of rain fell on the Lke District hills, leading to devastating floods (photo 1).Paes Use the Internet to find out about one other form of precipitation. You could choose to investigate snow, sleet, hal or dew. Find out what its like and how itis formed. Include some photos or sketches to illustrate your account. Look at diagram F. (c) Suggest the altitude of the top of the cumulonimbus cloud. (b) State the type of cloud that creates the effect ofc halo around the sun. (¢) State the type of cloud commonly associated with thunderstorms. (d) Toke « tock out of the window. Identify any cloud types you can see. You may wish to take a photo to support your answer. Look at photo 6. (a) Identify the two main cloud types in the photo. (b) Give the correct altitude of each cloud type ~ low, middle or high. (©) Would you expect rain to fall from these clouds? Explain your answer. Study diagram H. Copy and complete the diagram. (0) Write the following labels in the correct places: ir cools and condenses forming clouds + Heavy rain + Warm, moist air is forced to rise over mountains + Diy air sinks and warms (b) Suggest the meaning of the term ‘rain shadow’. Look at photo 1. (0) Suggest what is happening in the photo. (b) Use evidence from the photo to suggest some of the effects of the flood on people living in Cockermouth. Chapter FT study table J. (a) Calculate the total rainfall recorded. {(b) Copy and complete the divided bar graph in diagram K, using data from table J, The first day's value has been plotted for you. (c} Identify the 24-hour period when most of the rain fell at Seathwaite. Rainfall (rom) 100) Wednesday 61 18 November (09:00) 2 [Wednesday 18 (09:00) - 143 Thursday 19 November (09:00) 3 | Thursday 19 (09:00) - Friday 20. | 247 November (09:00), TOTAL ‘Recorded roinfallat Seathwaite, 17-20 November 2009. To draw the line for oy 2, youneed to ‘add together the ‘infll for Day 1 and oy 2. Continue in this way to complete the bar graph, doy Rainfall in Seathwaite, 16-20 November 2009 PAUSE VT Robtat Brena)In this unit you will learn about: Key Skills + the characteristics of an urban microclimate | + Label and annotate diagrams " + the factors causing urban microclimates + Use and interpret choropleth maps + the urban heot island. + Complete line charts + Complete mop cross-sections + Collect and interpret fieldwork data Weather in the city Look at photo A. Have you visited a city in February or March and been microclimate - weather and surprised at how many flowers were in full bloom? Or turned a corner climate conditions in a small area in a city street to be racked by a strong gusty wind (photo B)? These are such as a city or forest ‘smog - c combination of smoke : (pollution) and fog In May 2018, London was hit by a severe thunderstorm. The London Fire pollution - harmful substances Brigade received over 500 calls as lightning strikes and heavy rain affected entering the environment parts of the capital. Scientists believe that the heat generated by large cities can increase the strength of storms. exomples of how cities create their own local microclimates. Table D outlines some of the characteristics and causes of urban microclimates. 8 YOU kno, Did you know that, dark surfaces, such as tarmac, ‘absorb (soak up) heat, and light surfaces reflect (throw back) heat? Next time it's hot, wear o white t-shirt! Gusty wind in Manchester Thunderstorm over LondonChapter 3: Weather and climate in the UK Oo Cen at Ex igher temperatures Dark tarmac surfaces absorb heat from the sun + Windows reflect the sun's ray to the ground creating ‘sun traps! + Heat is generated by industry, people and vehicles +_Lack of vegetation reduces the transpiration and evoporation that normally cools the air Variable and gusty winds High-rse buildings funnel the wind down narrow streets Fewer winter frosts ond snow | Night-time temperatures oe higher (central heating, vehicles industry) Higher chance of thunderstorms | Higher temperatures trigger severe storms Inerecsed chance of fog and smog | Smoke and pollutants from industry and vehicles Characteristics and causes of urban microclimates BD study and make a copy of diagram E, which shows how urban microclimates work. Complete the diagram by writing the following labels in the correct boxes: + High-rise buildings couse gusty winds. + Pollution makes fog more likely and reduces air quality. + Tarmac and concrete surfaces increase temperature. + Vehicles increase temperature and pollution, + Higher temperatures result in less snow and frost. + Higher temperatures increase the risk of thunderstorms. When interpreting ‘microclimates in photos, think about: + differences in sunshine (and warmth) by looking for sunny and shaded areas, + how wind might be blocked ‘or channelled by buildings ‘and narrow streets. Causes and effects of urbon microclimates Study photo F. (0) What time of year do you think this photo was taken? Justify your answer using evidence from the photo. (&) Suggest why the right-hand pavernent is a {good location for a pavement cafe. (©) Suagest how this urban landscape might affect wind speed and wind direction. A street cofe in ManchesterPME Uae vB etCosceratb a CC) The urban heat island Look at map 6. It is a choropleth map showing temperatures in London in August 2013. Look at the key and notice that: + the highest temperatures were recorded in central London + temperatures decreased with distance from the centre. This concentration of high temperatures is called the urban heat island. It is a common feature of cities across the world. The main causes of the urban heat island are: + absorption and slow release of heat by tarmac surfaces + heat that escapes from homes and industry + heat given off by vehicles such as cars, lorries and buses. Aictemperature °0) ‘more thon 18.50, 1801-1850 3751-1800 3791-1750 3651-1700 less than 16.50 — Greoter London London's heat island on 6 August 2013 Problems caused by the urban heat island Intense heat can cause problems for people living in cities cartoon H). Some cities are taking action to reduce the heat island effect to help make them cooler places to live. These actions include: + lightening streets ~ covering black surfaces such as roads, pavements, car parks and rooftops with a lighter coloured coating, which is more reflective + planting gardens on rooftops + planting trees to create shaded areas + encouraging flowing water - when water evaporates it cools the air, Q Fieldwork Act cchoropleth map - a map that uses different colours or shading to show the distribution of information urban heat istand - concentration of high temperatures recorded in city Isotherm - a line on a map joining points with the same temperature 3 Conduct a mini-study of on urban microclimate by investigating your school microclimate. (a) Record the weather at a number of locations in the school grounds. Try to include locations that are on different surfaces (such as tarmac, {gross and fake turf) and in direct ‘sun and shade. Record temperature, wind speed and wind direction using simple instruments. (b) Plot your results on a school plan Using symbols or colours. For example, draw a circle to represent each location (weather station). Then use colours to show temperature {to produce a choropleth map) or plot isotherms (lines of equal temperature) onto the map. Wind speed and direction can be indicated by the length ond direction ofa line drawn from the circle. For tips on producing choropleth maps and plotting isotherms, see "How to.." on page 279. (©) Describe your results, then suggest reasons for them. (@) Evaluate your investigation. Do you think the measurements were accurate? Are your conclusions liable?Co} Neco aco eaters Rel beet icB tensa BOs .¢ cs When describing the pattern, ook for the trends ‘and use data from the map to support your answer. oe yz Study map G. (a) State the temperature recorded in the City of London. (b) Describe the pattern of temperatures in Bromley in south-east London. Study diagram H. It is a simplified version of map G. The lines of equal temperature ‘re colled isotherms. Diagram I is a partly Key completed cross-section from X to Y. euporeaite Go) =e ‘ether Ae (a) Complete the cross-section X-Y to show ferrin ererriccars sotherms showing London's heat island on 6 August 2013 For guidance on how to draw cross- @ wx g sections, see ‘How to.." on page 284. BL (0) Lobel the heat istand. =i (©) Calculate the temperature range z 180. between central London and ¥. Isit 8 17s. ‘approximately 1°C, 2°C or 3°C? 2 70. BB tuty photo J 1t shows a vision for the * 16s. future of cities. Suggest why this vision 160. should reduce temperatures in urban areas. Cross-section of London's heat island on 6 August 2013 o 7 = The iy ofthe future? |In this unit you will learn about: Key skills + the summer heatwave in 2018 + Use and interpret ground photos + the heavy rainfall in Cumbria in 2015 + Use and interpret atlas and OS maps + the causes and impacts of flooding in + Complete isoline maps and choropleth maps Glenridding, Cumbria in 2015. The sizzling summer of 2018 Do you remember the summer of 2018? The UK experienced one of the ine ~a line on a map joining driest and hottest summers on record (photos A-C). Parts of the south and points of equal value east had no rainfall for several weeks, leading to dry fields and serious isohyet - a type of isoline joining problems for farmers. In north-west England, a hosepipe ban was enforced points having the same amount in August as reservoir levels fell. Throughout the UK, temperatures soared of rainfall to over 30°C on several occasions. Elsewhere in the world, severe heatwaves and forest fires were experienced in Sweden, Finland, southern Europe and Japon, ee Brighton beach packed with sunbathers Cattle grazing parched fields inwitshire River Teme, Herefordshire reduced toa few puddles The Cumbrian floods of 2015 In December 2015, record-breaking amounts of rain fell on the Cumbrian Fells in north-west England. On 5 December, a new UK 24-hour record was set when 34 1.4mm of rain fell at Honister Pass in the Lake District (photo D). ‘The exceptionally high rainfall fell onto already soaked ground following a wet November. This resulted in serious flooding across the region. Two people were killed by the floods and widespread damage was done to bridges and roads. Thousands of people were affected as homes were flooded and power supplies cut Honister Pass, Loke istrict ‘Theme A: The geography of the United KingdomChapter 3: Weather and climate in the UK Study photos A-C. Draw a table listing some of the winners and losers of the 2018 UK heatwave. Use the Internet to find additional information. Hot weather can be dangerous, especially for very young children ond the elderly. Dehydration ‘and heatstroke can be fatal and exposure to the sun can lead to skin cancer. Create a poster to be displayed in schools to warn children of the dangers of very hot weather. Your poster should be informative and accurate, colourful and easy to understand. BD Look at photo E. Identify evidence in the photo that shows this area has suffered from a long spell of hot and dry weather. Study mop F. It shows rainfall totals in Cumbria at selected weather stations. On. copy of map F: (a) Use the colours below to shade the blank Circles. Notice that the colours become darker as the values increase. Add these values to the key on your map. + 0-100mm Yellow + 101-200mm. Orange + 201-300mm, Red + 301-400mm, Brown + more than 400mm Black (b) Some lines have been drawn on the map. These are isolines - lines joining points of equal value. Lines of equal rainfall are called isohyets. Notice that there are gaps in the 100mm, 200mm and 300mm isohyets! Use a pencil to complete each of these lines. For more guidance on how to draw isolines, see ‘How to..” on page 279. (c) Now use the same colours you used in port (a) to shade the areas between the lines. You have now produced the special kind of map called a choropleth map. Visit the Met Office website, which gives advice ‘on reducing the effects of heat. oa Environment Agency staff rescue fish trapped in small pools in the dried up River Teme, Herefordshire and move them downstream to more water oe Key = 100mm — isohyet (mm) {line joining points ° (of equal rant) rainfall (mm) ata weather station 189 Rainfall totals in Cumbria, 4~6 December 2015re) Peetu CR ort emt Ren a The story of Glenridding Glenridaing is a small village neor Ullswater in the Lake District (map G). On Saturday 5 December 2015, fioodwaters tore through the village as the Glenridding Beck burst its banks (photo H). The flood damaged roads and bridges and devastated houses and shops «long the main street. Huge quantities of rocks were dumped in the village by the swollen river. Lake bistret {As repair operations were underway, further heavy rainfall on 9 December caused the river to burst its banks for a second time. The village was then flooded for a third time on 21 December! Wost Wate? Since the floods of 2015, the river channel has been us dredged to remove rocks and enlarge the channel (photo H). This should make future flooding in : Glenridding less likely. Location of Glenridding dredge - to clear the bottom of tan area of water by scooping out ‘mud, rocks and rubbish | The Lake District bao Use the Internet to build o case study foct file on the Cumbrian floods. Diggers dredging Glenridding Beck in an attempt to stop future floodingPeeve ae Ca tml Bans Reg When describing a location, say where the place isin relation EX to other places. For example, is Glenridding on the eastern or BD stugy mop 6. Describe the location of Glenridding. western shore of Ullswater? Use directions (north, south, east and west] ond distances using the scale. BD Stugy photo H. Imagine it is going to be used on the front page of a newspaper. Suggest « powerful headline to go with it. Study photo I. In your own words, explain: (a) what dredging is (b) what itis meant to do. (©) how itis done. E)_ Use mop J of Glenridding to answer the following questions. (a) Locate Glenridding. It occupies two grid squares. One is 3816. Identify the other grid square. (b) Give the name of the lake that Glenridding Beck flows into. (€) What is the evidence that Glenridding Beck flows through a steep-sided valley? (@) Suggest how the valley shape would hove increased flooding in Glenridding. (e) The blue symbols on the map are tourist activities and facilities. What is the ‘evidence that tourism is important to Glenridding? (A) How might the effects of the flood have been different ifit had happened at the height of the tourist season in summer? y (0S map extract of Glenridding, Cumbria (scale 1:25,000) =Key Skills + Use, interpret and complete climate _—_+_Use, interpret and complete climate maps graphs + Compare mops + Understand and use numerical data and mean UK uplands sco my O— Climate is the average weather over @ long period of time. +The climate is very much influenced by the sea because the UK is a group of islands. + Rainfall occurs throughout the year but particularly in winter. + Temperatures tend to be quite mild in winter and worm in summer, + The sea provides the moisture that produces rainfall Rainfall ‘igh ground iene) O erage ergeoses The pattern of UK rainfall is a result of: + south-west winds bringing moisture [an temperature from the Atlantic Ocean verope tempers + high land in the west and the north pees et | Keaee triggering rainfall vat howe “= + drier air from Europe affecting the cng aur rat south and east. teste ~ Det pe Look at maps € and D. The higher i temperatures tend to be in the south and colder temperatures in the north, particularly in the Scottish mountains. St. Mowgon, Notice that coastal areas are slightly E Isles of ety ‘warmer in the winter than inland. This is because the sea cools down more slowly than the land. In the summer, hot air from Europe often warms the south and east. oe ‘Average January temperatures Average July temperaturesClimate graphs Chapter 3: Weather and climate in the UK Climate graphs are used to describe the climate of a place (graph €). Bars tre used to show the monthly rainfall and a line graph plots temperature. 2s. 250 Both values are plotted on the some graph, which allows monthly comparisons to be made. . me a 20. 100 BD Study map a. (0) State the average annual rainfal for Belfast and Cambridge. 5 50 (6) Outline two reasons why the highest rainfall is in the north and west. 3 BD Study maps B and c. (0) State which mountain range experiences the coldest temperatures in the UK. (2) Compare the winter temperature in Sheffield with that in St Mawgan, (c) Suggest why warmer winter temperatures are ‘experienced in south-west England. BD stucy mop v. (a) State the name of the hottest place the UK. (b) Describe the location of areas with summer temperatures over 16°C. BD Look at graph . (a) State which month records the highest rainfall. (b) Braemar receives most of its precipitation in winter. State whether that is true or false. (©) Describe the pattern of temperature in Braemar. Neor Braemar the coldest place in Britain © | freennesin SRI sen Fed. mor apr wey sun Jul Aug Sep Oct Nov Dee temperature (°0) rainfall mm) loz 83 68 55 Climate data for Teignmouth 64 64 76 90 120 147 17 168 148 119 8a 74 © JFMAMJJASOND anqual precipitation a13mm Climate graph for Braemar Table G presents climate data for Teignmouth, Locate Teignmouth on the climate maps A-D. (0) Calculate the total annual precipitation for Teignmouth. (©) Teignmouth has a higher annual precipitation than Braemar. State whether that is true or false. (© Calculate the mean monthly rainfall for Teignmouth. For guidance on calculating the mean, see “How to..’ on page 292. (6) Using graph E, draw a climate graph to show the rainfall and temperature for Teignmouth. (©) Compare the climate of Teignmouth with that of Braemar. Plot each temperature value in the middle of each month, 51 36 57 67 83 8 113 ennThe people of the UK In this unit you will learn about: Key Skills the UK's diverse population + Use and interpret line charts + how the UK's diversity is celebrated + Make predictions and identify trends in + change in the UK's ethnic mix over time numerical data + differences in ethnic diversity in + Collect and interpret fieldwork data Birmingham. + Use, interpret and compare chorapleth maps + Complete pie charts and double bar charts Who lives in the UK? Do you know the population of the UK? Have a guess. In 2018, the population was estimated at 66.7 million, By 2039, it’s thought that the UK's population could be over 74 million! projected - predicted or estimated based on what is already known The UK’s population is currently at its highest ever (chart A). Today, there are descendants - relatives born after over six times as many people in the UK os there were in 1801. Notice on the Someone, such os children and ‘graph that a line has been drawn showing the projected growth in the UK's grandchildren immigrant ~ o person who moves to another country o diverse - having lots of variety 80 persecution - treating people badly because of their beliefs or population. It suggests that the population will continue to increase. race oo: 40 Key — cctual popuiation — projected population 20 1970 198019902000» 201020202030 Year Population chonge in the UK, 1970-2030 The UK — a nation of immigrants You may be surprised to learn that we are all descendants of migrants. Some of us have been here longer than others. This explains why the UK has a very diverse population, The UK has a dverse population, with people of all made up of lots of different types of people (photo B). ‘ages, abilities, ond religious and ethnic backgroundsChapter 4: The people of the UK Celebrating diversity Q Fieldwork Activity Diversity in the UK is something to celebrate! And what better way to do Shops, markets and restaurants that than with music, food and colourful parades. from different cultures can show: diversity in a commurity Notting Hill Carnival + Investigate the diversity of e@ . businesses in your local town or The Notting Hill Carnival is an ‘annual event that has taken city. This could be done on foot by plotting shops, markets and place on the streets of restaurants onto a base map. London since 1966. It Or, use Google Street View to celebrates the Caribbean investigate virtually. culture brought to the UK by West Indian immigrants following the Second World War. Today it attracts people from all backgrounds who seeicte meet want to join Europe's biggest Geawcnaclie ray street party (photo C). Notting Mil Street Carnival diverse? + You could take or print out photos and use annotations to explain how the images show diversity. + Write @ short summary to Anation of immigrants Look at diagram D. It shows a timeline of immigration to the UK. You can see that people have travelled to the UK from all over the world This explains why we have such a diverse population, oS peace ae z016-sncethou fleeing fiom famine ‘1970s Indians, Pakistanis Asians thrown voted to leave the EU, cand poverty, and Jews and Bangladeshis were cout of Uganda by F fewer EU citizens are escaping persecution _looking for work their government migrating to the UK 1800 T T . T 2020 19305 Jews fleeing 1948 ~ Caribbean , 2004 onwards - After the fiom the Nazis immigrants invited as number of £U countries much-needed workers increased, more EU citizens after the Second World War ‘came looking for work BB study tine chart a. Look at photos B and C. Give three ways in which (a) State the population of the UK in 2000. they show a diverse population. (b) Estimate the population of the UK in 2040. ‘Suggest two ways in which events such as the Explain your answer. Notting Hill Carnival can bring communities (c) Use the chart to state whether the change together and celebrate diversity. in the UK’s population is steady or dramatic (with lots of ups and downs).ca INR sta How has diversity changed over time? eg * ‘Today there ore more people from ethnic groups living in the UK than there were in the past. Part of the reason is improvements in road, rail and air transport, allowing people to travel further and foster. Also, wars and natural disasters such as floods have resulted in many refugees seeking sofety in countries such as the UK. Most migrants enter countries legally. Some try to enter without permission (photo E). Look at pie chart F. It shows the percentage of ethnic groups in England and Wales in 2016. Notice that less than 15 per cent of the population identified themselves as non-white. These ilegal immigrants were hiding in alory Mapping ethnicity in Birmingham With a population of over 1 million people, Birmingham is the UK's second largest city after London. It is also one of the UK's most ethnically diverse cities. In 2011, about 60 per cent of Birmingham's population was white, 27 per cent Asian and 9 per cent Black. The remaining 4 per cent were Chinese or other ethnic groups. Look at maps G and H. These choropleth maps show the distribution of Asian and white ethnic groups in Birmingham. Notice that the two ethnic groups are concentrated in different parts of the city. For an explanation of choropleth maps see Key Terms on page 70. e Key mm a os Percentage of ethnic groups in England ‘and Wales, 2016 ethnic group ~ a group of people that shares the same culture, language, religion or traditions refugee - 0 person forced to ‘move out of the country they Distribution of Asian ethnic groups in Distribution of white ethnic groups in were born in Birmingham, 2011 Birmingham, 2011lore Muse ry CT ae R 4 Ethnicity in Sparkbrook Sparkbrook is in central Birmingham (map 1). It has @ high concentration of ethnic minorities, particularly from Asia, In 2011, 62 per cent of the population was Asian. The white population was just 15 per cent. J Inthe twentieth century, immigrants moved into the |. sparkbrook centre of Birmingham where property prices were lower »® - than elsewhere. They were also attracted to areas eres CHER HAG where frityand frends had settled and where there spardroonandtin’s Sharon Bneregrom ‘was a strong sense of Asian community (photo J). INeqanGectar erika Ethnicity in King's Norton G In contrast, King’s Norton is in the suburbs about 11km from the city centre (map 1). In the mid-twentieth century, large public and private housing estates were built there to re-house people from the inner city (photo K). The vast majority of the population in King’s Norton is white Allotment gardens and blocks of fats, (86 per cent). There are relatively few Asians and Black ethnic groups. King’s Norton, irmingham Look at maps G and H. (a) Describe the distribution of the Asian Table M lists ethnic details for Sparkbrook and King’s Norton wards. population in Birmingham. (@) Present the data in table M as a double (b) Compare the distribution of the Asian (parallel) bar chart. Shade the bars using one population with the distribution of white colour for Sparkbrook and another for King’s people in Birmingham. Norton. (€) Give two reasons why there Is c high For guidance on bar charts, see ‘How to..." on concentration of Asian people in the centre page 289. of Birmingham, (b) In no more than 100 words, compare the two wards under the title ‘Comparing ethnic eect {groups in Sparkbrook and King's Norton’. (a) Use the data to construct a pie chart. Use the same colours as in pie chart F. OGia Sean {b) Compare the two pie charts. Identify the aid main trend. pie ae i Mixed/muttipie ethnic 3 4 og a2 rang Renner 1a asa 7 ‘Asian/Asian British 48 or "i Block/African/Caribbean/Black British IEMA cherie op a Cece 04 rota a0 aa Percentage of ethnic groups in England and Wales, opiate iE GAT ZO 2001rp Measuring population In this unit you will learn about: ‘measuring the UK's population + why population data is collected + the UK's ageing population, Keeping count! Do you know how many people are in your class? What ‘about the number of boys and girls in your year group or the number of teachers in your school? Imagine trying to provide enough food at lunchtime if no one knows the exact numbers! Every ten years, the UK government does a count of the population, known as a census. The last census was in 2011 and the next one willbe in 2021. There are separate censuses for England and Wales, Scotland and Northern Ireland, but they all take place at the same time, Each householder has to fil in a questionnaire giving details about the people staying in their home (photo Al. ‘Alot can change in each ten-year period. Between census dates, population estimates can be made. Part of the 2011 census questionnaire for England and Wales QD wns nscnsnrteinnonn comparing the 1841 and 2011 censuses | Key Skills + Draw conclusions | + Understand and use percentage | + Identify questions + Complete line charts ‘census - a count of the population, taken every ten ‘years in the UK ‘estimate - an approximate calculation or judgement The first census of 1841 — a window into the past In the UK, the first modern census took place in 1841. This recorded information about people's names, ages, gender, occupations (employment) ‘ond places of birth. The 1861 census for Shoreditch, London The modern census of 2011 Since 1841, the census has become a much more detailed survey of the UK's population. In the 2011 ‘census, « wide variety of questions were asked. These included details about individuals such ‘95 ethnic group, religion, education, health and ‘occupation. Information was asked about houses, such as the number of bedrooms and whether the house was owned or rented. Other information included details of car ownership. The 2021 census is likely to be even more detailed.Chapter 4: The people of the UK Why is the data collected? ‘The census provides information that the government can use to develop policies, plan public services and decide how to share out money, €.g. for transport or education (photo C). For example, decisions need to be made about: + where new houses should be built + whether new roads and railways need to be built or extended + how much money needs to be spent on the NHS, policing or schools. Information about how people get to work can help to determine what kind of transport is needed What did the 2011 census tell us? The 2011 census revealed several headlines: + The population of the UK then was estimated to be around 63.2 million. + The population of the UK had grown by about 4.1 million (796) since 2001, + People born outside the UK contributed to over half of the growth of the population in England and Wales. + The population of the UK aged 65 and aver wos 10.4 million compared ‘with 4.4 million in 2001. Pen Design your own census. In pairs or small groups, make a census questionnaire for your class. Think ofa few themes, such as hobbies, then come up with some questions. For example, you could ask questions about what sports people do or whether they are part ofa club or society. BBD inyour own words, explain what a census is. In 2011, 10.4 million people in the UK were aged 65 and over. Convert this into a percentage of the UK's population in 2011. For guidance on using percentages, see ‘How to..” on page 293. oe you know, Past census records are” ‘vaitable for people to look at, including online, They are an important source of information for anyone who is interested in tracing their family tree. A householder can be fined up to £1000 for not completing a census. Do you think this i fair? Explain your reasoning. BD suogest wy today’s government might want to use estimated population data instead of the ED 2011 figures. ‘Type ‘household questionnaire for the 2011 census’ into a search engine. You will find a copy of the actual census. Choose two questions in the census and suggest how the information might be used by the government.PM rnp ty Tricity The population of the UK is getting older One ofthe things census information tells us about s the ages of people in ageing population - the growth the UK im the proportion of older people {usally 65 yeors ond over inthe Look at John (photo D). He was born in 1841. He could expect to live to ene eee ‘about the age of 40. Anika (photo E) was born in 2011. She can expect to Lecce ete pare lve to be around 83 Trai by th Geen tS people over a certain age (On average people live longer now than they did in the past. This means that there are more older people now than there used to be, In 2011, the census revealed that about 16 per cent of the UK’s population was over 65 years old. Today the figure is higher. Look at chart F. It shows how the percentage of older people in the UK has been increasing, The percentage is projected to continue to increase in the future. The UK has an ageing population. @ 26: mH 22 20 18 16 1% 2 10 ‘oF UK population aged 65 or over 1976 1986 1966 2006 2016 Yeor Percentage of the UK population aged 65 or over, 1976-2016 Why are people in the UK living longer? People are living tonger because they are generally healthier than in the past. For example: + Working conditions are better. In the past, many people worked in dangerous places such as coal mines. Farming and construction ‘were also far more dangerous in the past than they are today. + There are better medicines and treatments for illnesses. Far fewer children and mothers die during childbirth. + Inthe past, many people smoked cigarettes. Today, the health risks are widely understood and most people choose not to smoke, + People are wealthier than in the past. They live in better conditions, eat healthier food and take regular exercise. Females generally live for longer than mates. ‘The biggest difference was in 1971 when women lived on coverage 6.3 years longer than men,Chapter 4: The people of the UK What are the advantages and disadvantages of an ageing population? An ageing population can create challenges as well as providing opportunities. However, itis important to remember that elderly people have contributed enormously to society during their lifetime and should be cared for and respected. Advantages Disadvantages + Many retired people are healthy and can afford — There will be more people claiming pensions. to spend money on travel and tourism. This This costs the government money. supports transport companies, hotels and cafes = It costs the health service a lot of money to providing jobs and income. provide care and treatment for the elderly. + Many charities, schools and care homes rely on = Families may find it difficult to look after their older people as volunteers. elderty relatives. + Older relatives help to provide childcare when = Some older people feel lonely. parents have to go out to work, + More and more older people work part-time in shops and offices, or run businesses from home. [BD outline one economic problem (to do with money) of an ageing Copy chatt F, including more space on the horizontal (x) axis. (a) Use the data in the table below to complete the graph. Join population the points with o freehand curve. Outline one social benefit (to {b) Describe the trend in the UK's ageing population, do with people) of an ageing (©) Suggest why the percentage of older people is expected to population. continue to increase in the future, [BD An ageing poputation brings more oni tt Cnn problems than benefits’ To what (projected) extent do you agree with this 2026 | 205 statement? Explain your answer. 2036 [23.4 For guidance on answering ‘To 2006 | 247 what extent’ questions, see the ‘Command words glossary’ on page 295.a) , The impacts of migration 7 In this unit you will learn about: | key skills + international migration to the UK + Use, interpret and complete bar charts * reasons people move othe UK| Undestond and ue numerical det including + internal migration in the UK. | percentage increase | + Draw conclusions People on the move How many times have you and your family moved house? Perhaps you have migration - moving to live ‘moved into the UK from a different country. The movement of people from somewhere else, either place to place is called migration, People are not alone in migrating - think permanently or temporarily about birds such as swallows, which migrate huge distances every year. international migration - moving from one country to live in In the past, most people were born, grew up and died in the same area, nother Most people worked on the land or in local industry, and there was little net migration - the difference transport to other areas. between the numbers of people moving in and out of an area ‘economic migrants - people who ‘move to another area to find work Today, people can travel quickly over tong distances and often choose to move to different places and even different countries (photo A) Migration into the UK The 2011 census revealed that the UK's population is growing, There are two reasons why populations get bigger: + More babies are born than the number of people that die. + More people move into a country than move out. Over 50 per cent of the increase in the UK's population was from international migration - people moving from other countries to the UK. This is a key reason for ethnic diversity in the UK, since people come from all over the world (see Unit 4.1) At the same time, people are also moving out of the UK. The difference between the number of people arriving (immigrants) and the number of people leaving (emigrants) is called net migration Why are people moving into the UK? ‘There are many reasons why people move to the UK. + Some people wish to live and work in the UK because they can earn more money than in their home country. These people are called A removals van boarding a ferry in Scotland ‘economic migrants (photo B). ED + After they escape wars and natural disasters, some refugees seek safety in the UK. In recent years, the UK has accepted people from countries, ‘Geographers think about economic, such as Afghanistan and Syria. social and environmental issues. + Other people come to the UK for social reasons - to join family and t’s.0 good way to look at o brood friends or to study in the UK. ‘range of ideas.feel a ova B toy Rasa ONG Lara's story iain from Poland Ei Poke enon iahere'ref porents ei India 456,000 | 694,000 live. There was little Poland 58,000 _| 579,000 work in our village so Pokistan 308,000 | 482,000 I decided to come to Republic of relond | 473,000 | 407,000 England where I knew Germary® 244,000 | _274,000 could find work. The Bangladesh 153,000 | 212,000 work is hard, but itis Nigeria 87,000__| 191,000 good to be earning South Africa 332,000 | 141,000 money. When I can, I United states 144,000 | 177,000 send some back to my Jamaica 146,000 | 160,000 parents to help make their lives a little easier. Teagan "Includes the children of British Forces Germany in Worcestershire Top ten countries of origin for non-UK residents, 2001 and 2011 Look at table €. It shows the top ten countries for non-UK born residents recorded in the 2001 and 2011 censuses. Notice that in the 2011 census most immigrants came from India, Poland and Pakistan. Most of these people travelled to the UK to be with family and friends or to seek work ‘Some of the immigrants came from other countries, most of which hove long-standing ties with the UK or are English-speaking. BD outline the difference between (d) Use the data in table C to calculate the total number of immigration, emigration and migrants (j) in 2001 and (ii) in 2011. net migration. {e) Use the data in (d) to calculate the percentage increase. Is Lara a social or an economic For guidance on calculating percentage increase, see ‘How to...’ migrant? Explain why. on page 293. Copy chart D. It is a partly ‘completed double bar chart oO showing the countries of origin 1504 for non-UK born residents or recorded in the 2001 and 2011 = 2001 census 2011 census censuses, ee (a) Use the information intable 3 Ctocopyandcompletethe 3 bor chart. © 50,000 (0) State which country saw the greatest increase in migrants between 2001 o- and 2011. {€) State which country had «a decrease in migrants & coming to the UK from 2001 to 2011. Top ten countries of origin for non-UK residents, 2001 and 2011 Country4.3 The impacts of migration Internal migration e Internal migration involves moving from one part of the /EPERY PES UK to another. Lots of people do it! In 2010-11, about ety 100,000 people moved out of England into another part | Northern Ireland OS of the UK. A similar number moved into England. seaelana: ia Look at table E. It shows the net migration for the Wales 24 UK regions, [SouthWest Sid SSC CS South Eost aS internal migration - when people move to live in East 14 ‘another port of the same country West Midlands 10 East Midlonds 42 a Yorkshire and the Humber “oa Why do people migrate North West 15 North East 1 within the UK? There are mony reasons why people move around within the UK. Most are to do with jobs and family. [Net internal migration rates, July 2016-June 2017 Mustafa is 18. He wants to study in Edinburgh or ‘Amelia is 22. She wants a good job and to enjoy Manchester because the universities there offer city nightlife. Cardiff has the most opportunities the best courses for him. forher. Chris and Katy have been living in London for several years. Now they have children and need a bigger house. Property is very expensive in London, so they Sylvia has retired. She wants to move to the coast ‘want to move somewhere quieter and cheaper. and also be closer to her grandchildren.Chapter 4: The people of the UK Acloser look: migration to the South West Look back at table E, Notice that the highest net migration is to the South West. There are several reasons why this region is so attractive to migrants from elsewhere in the UK. + Bristol is one of the fastest growing cities in the UK. Its a centre for creative and technology industries. + The region is well served by rail, motorways and cir transport. + Several universities attract large numbers of students into the region. + The quality of life is high with relatively low levels of crime and pollution. + Tourism brings many visitors and provides opportunities for businesses such as cafes and ‘bed and breakfost', + The region has ¢ mild climate, so many people choose to retire to the coast, for example on the ‘English Riviera’ at Torquay in Devon, The ‘English Riviera’, Torquay, Devan bAcncu Investigate migration into and out of your home region. + Look at table E to see whether your region has a net inflow or outflow of people. + Use the Internet and your own knowledge to suggest reasons for this trend. South Give three reasons people move within the UK. (q) State which region, apart from London, BD Give two reasons why the South West attracts eee eee eee eects so many people from other regions in the UK. (@) ‘The South West did not have anyone leaving the area.’ True or false? Explain your answer. West Bin pairs, suggest why London is experiencing a net outflow of people. 6 Copy chort F.1tis a partly completed bar chart increase showing the data in table E. Where the bars are above the horizontal ‘xis, more people moved into the area ‘than out (an increase). + Ifthe bars are below the horizontal axis, more people moved out than moved in (a decrease). The regions with a decrease Net migration rate (per 1000 f the population) EESER ERS SE RE have negative numbers in table E (e.g. aye See Ees E2gs London) 4yEb eet gate (a) Use the data in table E to complete the oe i a4 a z 2 ge bars for the South West, London and the aol 3 West Midlands. aes $ {b) State which region has experienced the iia lly a greatest increase in migration. [Net internal migration rates, July 2016-June 2017In this unit you will learn about: Key Skills + the growth of Leicester + Use and interpret aerial and ground photos + opportunities in Leicester | + Describe land use from photos + the characteristis of different parts | + Use, interpret and complete divided bar charts of Leicester. | + Use and interpret 0S maps | + Drow sketch maps An urban population 1o you lve in a town or city? If so, you're the same as most people in the urban ~ in a town or city UK. 83 per cent of us lve in an urban area, That's neorly 55 million people! __sector-a typeof job or part of The numbers living in towns and cties has increased overtime. the economy Leicester is an example of a city (photo A). The 2011 census estimated Leicester's population to be about 330,000 people, making it the centre with the highest population in the East Midlands. A settlement has been. there since Roman times, and it has grown ever since. Leicester Why did Leicester grow into a city? There are several reasons why Leicester has grown into a large and successful city. + Originally Leicester grew as a settlement on the banks of the River Soar. + Ithas excellent transport links. In the past, Leicester ‘was at the junction of important trading routes (road ‘and canal) across England. Today, people can get from Leicester to London in 70 minutes by train. + Leicester is ot the heart of on important farming region, + Inthe past, industries such as the wool trade brought people to the city to work in the many factories. Today, Leicester continues to be an industrial city specialising in engineering and science. + The mostly flat relief makes it @ good location for the development of a settlement. An ethnically diverse city During the twentieth century, a large number of people from India, Pakistan and Bangladesh moved into Leicester to work in the factories ‘and the retail sector, such as shops ond restaurants. Leicester's residents come from over 50 different countries, making it one of the most ethnically and culturally diverse cities in the UK. A study in 2015 showed that Narborough Road in Leicester contained Leicester's residents ore ethnically and businesses run by people from 22 different countries! cultural diverse Theme A: The geography of the United Kingdomlel ryscse eves CR Sar TCR 4 Living in a city Mony people are attracted to live in cities. They provide opportunities for employment, offer a wide range of services (such as shops and schools) and provide mony options for recreation. With a large number of people living in the some place, businesses and organisations can thrive. Look at photo € to find out more about life (work, rest and play) in Leicester. Education Most UK cities have universities Tourism ‘nd colleges, which attract Tourism provides employment students from the UK and across ‘and boosts the local economy the world Univesity of Leicester (Shops, hotels and restaurants). nd De Montfort University are in 1 2012, the skeleton of King Leicester. Richard 111 wos found under @ car Park in Leicester. There is now an exhibition about him inthe city. ‘Shopping In common with all cities, Taare Leicester has several large Life in Leicester Employment shopping centres. The high Most obs in Leicester now proportion of ethnic groups Sport provide services. However, over Fesults in onumberof specialist Most UK cities have one or more large 12% of Leicester's jobs ore still shopping areas, such as the sports clubs. Leicester City (foatbal), in manufacturing. Walkers, the ‘Golden Mile’, which contains Leicester Tigers (rugby) and Leicester Riders crisp manufacturer, s one large ‘many Indian jewellery shops. (basketball) are ot home in Leicester employer. Look closely at photo A to see how many different land uses (such For guidance on how to construct ‘es housing or roads) you can identify. 4 divided bar chart, see ‘How to..” i : page 289. BD outline three reasons why Leicester has grown to be one of the UK's largest cities. QO) Look at partly completed chart D. It isa divided bar chart showing 80 the percentages of ethnic groups in different areas. 2 £60 (a) Use the data in table E to draw a divided bar chart for Leicester. = Ifyou use different colours, show this in a key. Foo (b) Write afew sentences to compare Leicester with the East Midlands. {c) Write a few sentences to compare Leicester with England, ° aE aT Teicester” East" England Onze Eee wtioas White [st Asian/Asian British 7 fomet nine oir BlackiAfrican/Caribbear/Black British 6 Il Block/Aricon'Corbbecr/Blck Btish ined gah A [Bl Ason/Asin Stich mutts ethnic sroups : Il Mixedinutipe ethnic groups Other athnic groups 3 ite Leicester's ethnic mix, 2011 Percentages of ethnic groups in three locations, 20114.4 Living in Leicester Urban land uses in Leicester As cities grow, land is used for different purposes. Urban land uses include: + Transport - roads, railways and stations + Shops - traditional shops together with historical + Housing - often inner-city terraced housing near buildings are often found in the city centre. Modern factories and larger more modern detached shopping malls may be close to major roads on houses on the outskirts, the outskirts Industry - older industries near the city centre + Open spaces - parks and other green spaces may ‘and modern industrial estates near the city edge _be found close to natural features such as rivers, where land is cheaper oron hills Other land uses may include offices, education (schools and universities) and healthcare (hospitals). You can find out about urban land uses by studying OS maps. Look at map F, which shows the centre of Leicester and a range of urban land uses in the city. large, which suggests they are shops rather than houses. Buildings that are very close together with no gardens Buildings such as the are terraced houses. town hall (TH) and the *; cathedral are located in the city centre, Major roads such sas the A519 lead to the city centre. a bit cheaper. Here, Here, the houses there are traders such are spaced apart. as building materials S They are semi- suppliers. They need large » “>< : = detached or buildings, but customers detached, and get there by car so they p : have gardens, don't need to be in the ow." a 4 city centre. (05 map of part of Lecester city centre iChapter 4: The people of the UK Using maps and photos It is often helpful to use maps and photos together to learn about a place. x Photo G shows Jubilee Gardens in the centre of Leicester. The spire of the cathedral isin the background. Now look at these features on map H. os 9e The cathedral can clearly be seen. A The buildings are also : shown on the map. i 3 The grassy area on the photograph is an open space. Open spaces are 53 50 coloured white on the map. 0S map extract showing the locotion Jubilee Gardens in the city centre of Leicester of Jubilee Gardens (scale 1:25,000) Using map F, state the four-figure grid references of the following You can find information about features: OS maps and their symbols (a) the cathedral ‘on pages 281 and 304. (b) Abbey Park. ‘Study map F. (a) Choose the four-figure grid reference where it is most likely that photo I was taken. * 5805 * 5906 < (0) State the six-figure grid reference of the college (‘Coll’) to the east of the city centre (©) Calculate the straight-line distance from the road junction at 589033 to the roundabout at 594048. [D Study photo 6 and map H. The photographer took the photo standing in grid reference 583044, State the direction the photographer was facing to take the photograph 1 (north, south, east or west). Suggest why town planners create open spaces such as parks in city cones t E) study sketch map J. Use map H to copy and complete the sketch map ind key by adding the following features: one place of worship with a spire, minaret or dome + two pieces of evidence to show that tourism is important to the area + the town hall Fe 2 main oad oF dl caringenay ater road maniIn this unit you will learn about: Key Skills + charactersties and types of rural + Use and interpret ground and satelite photos settlements + Describe landscape and land use from photos + what its like to live in a commuter + Use and interpret atlas and OS maps villoge + Draw conclusions + what it's lke to lve in a remote rural location. Living in rural areas Today, whilst most people in the UK live in towns and cities, many rural in the countryside people live and work in rural areas. A great many more choose to commute - to travel to and from visit the countryside at weekends or during holidays. another place for work There are three types of rural settlement. + Hamlet - an isolated cluster of houses or farms, usually with 1no shops or services (photo A). + Village - o community usually with a variety of houses, some shops and other services (such as a health centre, church and primary schoo!) (photo B). + Commuter village ~ a village, often with new housing estates, close to a town or city. People live there but commute to work elsewhere (photo C). Living in rural areas has advantages and disadvantages. Many people enjoy the attractive landscape and the peace and quiet. It is easy to get out for walks. However, some remote villages have declined. Shops have closed and services such as buses have been cut. You are going to study two contrasting rural areas ~ ‘acommuter village near Tonbridge in Kent and a remote part of the Shetland Islands off the north coast of Scotland. = The commuter village of Bricket Wood near The village of toithes in North Yorkshire St AlbansHildenborough —- a commuter village in Kent Hildenborough has a population of ust under 5000 and lies near the outskirts of Tonbridge in Kent (map D). Itis ‘an example of a commuter village. Many people commute to work in nearby towns or in London, which only takes 30 minutes by train. Some new houses have been built in Hildenborough to accommodate commuters, but building is restricted because the green land is protected. With high demand for houses, they are expensive to buy. Living in Hildenborough Horriet hos lived in Hildenborough for four years. She moved there with her husband and two children. This is «an interview with her about life in the village. Why did you ‘choose to live in Hildenborough? Where did you =>) ive before? ifwe moved out, Does the village hhave everything you need? Outline the differences between a hamlet and avillage. Give two advantages and two disadvantages of living in a commuter village like the one in photo ¢. ‘Study map D. Use evidence on the map to explain why many people who live in Hildenborough are commuters. Ithos @ train station so my husband and T con commute to work in London. It also has a nice quality of lf. There {is greenery here and sheep in the nearby fields! My children’s schools in the village, soit’ easy to get to. London, but we were renting there. The house prices were very high. We could afford to buy a bigger house It's a great community, especially if you have children, We know lots of other families. The village has & Library, « post office, two cafes and a bookshop. There ‘are also exercise closses in the village hall. use the village shop if ve run out of milk or need something quick for dinner. For bigger things, we can go to towns like Sevenoaks. Mostly, though, I shop online, Chapter 4: The people of the UK Sevenoaks Hiéenborough Tonbridge ® ‘© Royal Tunbridge Wells Hildenborough, Kent Hildenborough > | capacity - the maximum number that can be received debate - a discussion of a subject on which people have different views ‘emissions ~ things that are released, such as carbon dioxide into the air greenbelt land - open land around o ity, often with fields domestic flights ~ flights within the country The area is densely populated - so many people will be affected by increased aircraft Air pollution will increase due to extra road traffic os well as the additional fights. Heathrow could become the biggest source of carbon dioxide emissions in the UK. ‘Advances in forms of communication may reduce the need for international travel To make way for the new runway, the village of Sipson with 700 houses would be destroyed long with hundreds of acres of greenbelt land. The cost is estimated at £14 billion. twill increase Heathrow’s capacity. Passenger numbers could increase by 66%. Take-offs and landings could increase by 64%. Building and running the expansion will create thousands of jobs. More flights and connections with other countries will increase profits for UK businesses. ‘Areas outside London will benefit because links to Heathrow will be easier, via public transport and domestic flights. In June 2018, MPs voted to add a third runway, so the government is behind the plan.(0S map of the proposed expansion to Heathrow. You must make an informed decision about whether a third runway should be built. Use the following steps to help you. [BD Place a sheet of tracing paper over map B. On the tracing paper, draw the perimeter (edge) of the area that will be developed for the third runway. Use map A to help you locate the area. Make a list of the impacts that the new developments will have on the area. Consider the issues of housing, roads and the countryside. B © Construct a table to show the advantages and disadvantages of airport expansion. (b) Rank these in order of importance. (©) Write a sentence or two to explain your ranking. Now make your decision. Should the third runway be built? ‘Write a few sentences to justify your decision. Use evidence to support your argument.Challenges and opportunities in the UK In this unit you will learn about: why some people live in poverty in the UK |. + the poverty cycle ‘e + why some people need to use food banks Key Skills + Use, interpret and complete diagrams + Use, interpret and complete line charts + Use and understand numerical dato + what is being done to reduce homelessness inthe UK. Think about... .. what you are grateful for in your life, You might think about friends, family, your pet. What about your home? Education? Food? Sometimes it’s ‘easy to take these basic things for granted. You might think that because the UK is a high-income country (HIC) no one lives in poverty and everyone can afford to meet their basic needs, But in 2017, 20 per cent of the UK population were living in poverty (photo A). How is poverty measured in the UK? In the nineteenth century, Seebohm Rowntree (from the famous chocolate ‘and sweet manufacturing family) conducted a survey of poverty in the city of York. He measured poverty by creating a shopping basket of essential items every family needed, including food and clothing. Ifa family was unable to afford his basket, he classed the family as being in poverty. Nowadays, the UK has an official ‘poverty line’. A household is in poverty if, its members earn less than around £15,000 a year. Why are people poor? ‘There are often a number of reasons to explain why someone is livin poverty or on the streets. + Even if someone has a job, it might not pay enough for them to meet their bosic needs. In 2017, 60 per cent of people in poverty had at least one farnily member in work + Most people would need to be paid £8.21 an hour in order to meet their living costs. This is known as the ‘living wage’ and is £2 higher if you live in London. + Itisvery hard for people who do not have o well-poid job to get out of poverty. This is because they may be stuck in the ‘poverty cycle’ (diagram § poverty - when someone cannot ‘afford bosic needs, such as food, housing, water and healthcare infographic -c visual representation of facts and figures In 2017, 14 milion people in the UK lived in poverty rey irene The cycle of poverty