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Student Book Questions Answers

Chapter 1What is Geography?Pages 8–9Q1 STUDENT CHOICE/OPEN ANSWERS.

Q2STUDENT CHOICE/OPEN ANSWERS.

Q3 STUDENT CHOICE/OPEN ANSWERS.

Pages 10–11Q1 Many plants and animals can only live in certain climatic conditions – they need the right temperature and/or precipitation.

Q2 Plants:• store water in fleshy stems.• have long roots which stretch out horizontally close to the surface to collect as much water as

possible.Animals:• burrow underground/under rocks.• come out/feed only at night.• may be cold-blooded/have scaly skins.


Pages 12–13Q1STUDENT CHOICE/OPEN ANSWERS.

Q2Answers may include:crowded, noisy, cold, sad, dirty, frightening etc.

© Pearson Education Ltd 2013 1


Pages 14–15Q1Possible answers (there are many others):

Primary Secondary Tertiary Quaternary

oil rig worker car mechanic tour guide computer programmer

pig farmer baker nurse business advisor

fisherman house builder shop assistant medical researcher

Q2(a) The movement towards life on a world scale, all things becoming the same.(b) STUDENT CHOICE/OPEN ANSWERS.


Pages 16–17Q1(a) Trees cut down leaving tree stumps and bare soil, very little vegetation.(b) Logging for timber or clearing land for mining; farming; housing or roads; human activity.

Q2STUDENT CHOICE/OPEN ANSWERS – but may include: energy sources, e.g. fossil fuels; water; minerals/metals; food etc.

Q3Should include some, if not all, of: change, sustainability, inequality, conflict, resources, population growth, climate change, pollution, greenhouse gases/effect, carrying capacity, life expectancy, mitigation, adaption.

Geographical SkillsPages 20–21Q1(a) Both have title, north arrow and linear scale. Both are political maps. (b) Figure 2 is a bigger scale, so shows less detail than Figure 3 (or vice versa).

Q21:10,000 – it is a much smaller scale, so is only 10 000 times smaller than reality, compared to 100 000 times smaller, so has room for far more detail.





Pages 24–25Q1The ground would need to be dug up/excavated and you would need to avoid cutting through other services found underground, e.g. electricity cables.

Pages 26–27Q1• They are for different periods of time (half an hour and one hour); one is raw data/numbers, the

other percentages.• Multiply (a) x 2 to give Figures per hour; convert the raw numbers to percentages. A second pie

chart could then be drawn and compared directly with pie chart (b).




Pages 30–31Q1• By 1987 most of the newly drained land has merged in with the existing land (red). • Much of this new land is covered by crops and other vegetation. • The size of Lake Ijssel is much smaller.• In 1987 there is less bare soil (light blue) than in 1973.


Pages 32–33Q1(i) Similarities – they both show:• the inside or structure of a tropical storm.• the rotation of the air.• additional, detailed information using annotated labels.• Differences:• (a) shows a slice or section through the storm.• However (b) gives a 2-D effect, showing depth or perspective, helping show the extent of the

feature.(ii) STUDENT CHOICE/OPEN ANSWERS.




Q3Largely student opinion, but should refer to global warming/climate change/the Earth getting hotter and suffering/unable to cope.



Pages 36–37Q1

Chapter 2Europe (6)

Chapter 3Weather and Climate (3)

Chapter 4Water (4)

Energy in the Netherlands

Hurricane Katrina Water Wars 1: The Euphrates

Sustainable energy in the Netherlands

Flooding in the Netherlands Water Wars 2: Israel and Palestine

Tourism in the EU’s Mediterranean countries

Weather and climate in the Netherlands

Too much water 1: Flooding in Pakistan

Tourism in Italy Too much water 2: Rotterdam

Poland’s changing borders

Poland: migration




Chapter 2Europe: countries and bordersPages 42-43Q1It is surrounded on three sides by water.

Q2A pie chart or graph is the most suitable type of graph.

Q3It is generally very warm, dry and sunny.

Pages 44–45Q1Russia, Turkey, Kazakhstan, Azerbaijan and Georgia

Q2STUDENT CHOICE: but they need to make the link with climate and relief, i.e. sparsely populated areas are usually mountainous or have extreme climates. Densely populated areas are usually flat lowlands with more temperate climates. Named locations (countries/features) should be used.

Pages 46–47Q1Main changes include:• More (usually smaller) countries.• Empires like the Ottoman and Austria-Hungary are broken up.• Majority of countries belong to two opposing alliances – NATO (west) and Warsaw Pact (east).The changes were mainly the result of the two World Wars.


Europe 6.8%

Africa 20.4%North America 16.5%

South America 12%

Antarctica 9.2% Asia 29.5%

Oceania 5.9%


Q2This question is incorrectly posed in the Student’s Book. The question was intending to ask for a comparison between 1900 and the present. The answer to the intended question could include: Similarities:The following countries (and borders) are the same• Norway, Sweden, Finland, Denmark, UK/GB and N Ireland/Ireland; Netherlands, Belgium,

Luxembourg, France, Spain, Portugal, Switzerland, ItalyDifferences:• Many more countries• Austria-Hungarian and Ottoman Empire have split up• Germany split into Germany and Poland• Greece is largerNew independent countries include:• Estonia, Latvia, Lithuania, Ukraine, Turkey, Slovakia, Czech Republic, Moldovia.

Pages 48–49Q1They are only available for certain parts of the year, e.g. working in cafes in summer in tourist resorts; harvesting crops when ripe etc.

Q2

The destinations of displaced peoples from the former Yugoslavia

The European UnionPages 50–51Q1Following World War II in particular, both peace and co-operation (the ability to work together) were needed for Europe to recover and rebuild.



Q2STUDENT CHOICE.

Pages 52–53Q1Answers should include some or all of: freedom of movement of people, goods, services and money across EU member countries.

Q2One currency (system of money) used across all Eurozone members – in this case, the euro.

Q3The question asks students to draw a graph using all the data in Figure 3: although useful for comparisons it would be a rather large graph and quite time consuming. It may be easier to select (or ask students to select) 8–10 countries only. Which ones to choose could be discussed in groups or as a class?


Q2

The European Commission

The European Council (EP)

The Council of the European Union

Puts forward new laws. Approves laws and the EU budget.

It’s the EU’s main decision-making institution.

Suggests directives and regulations.

Supervises the work of the Commission.

Responsible for foreign policy, justice, security, defence, laws and the budget.

Its commissioners represent the EU internationally.

Pages 56–57Q1• Fossil fuels are non-renewable/finite so will run out (not sustainable).• They give off greenhouse gases.• Europe imports most of its fossil fuels, so it is dependent upon other countries, many of which

are unstable politically, e.g. in the Middle East.

NB –a good energy mix would include an increasing proportion of renewable sources of energy.



Q2A range of possible answers including:• installing double or triple glazing• loft, roof and wall insulation• insulation/lagging pipes and boilers• energy saving bulbs.

Pages 58–59Q1A range of descriptions including:• Japan’s share of world trade in goods and services is roughly the same (6/7%).• The US has the second highest share of world trade in goods and services (14% and 18%).• The EU has by far the biggest share of both (except ‘others’) with 17% and 28% and is a significant

world ‘player’.• China has almost 10% of the world trade in goods, and nearly 6% in services.

Q2Answers may include:• more jobs/work available across the EU.• EU citizens can travel to and work freely in member countries.

Q3STUDENT CHOICE/OPEN ANSWERS. Answers may include:Advantages:• Common currency within Eurozone – good for people and businesses.• Strength on world market of a currency supported by many countries.

Disadvantages:• Tied to a central/common currency valuation, e.g. cannot devalue.• Have to comply with Eurozone agreements/regulations or could jeopardise EU membership, e.g.

Greece.

EU case studiesPages 62–63 Q1It is a good idea to use a variety of energy types as prices and availability changes, especially as non-renewable resources start to run out. It also allows the development of cleaner, renewable sources as technology changes and greenhouse gas emissions are cut. It helps if countries do not have to import energy, as it can make them vulnerable to political situations.

Q2Its own reserves of oil and gas are decreasing: it needs to replace these with cleaner alternative to reduce greenhouse gas emissions.



Pages 64–65Q1STUDENT CHOICE/OPEN ANSWERS. Should discuss both advantages and disadvantages (Figure 4 page 65)

Q2A large proportion of biofuels today come from crops specifically grown for the purpose, e.g. oilseed rape. There are concerns that more land will be used for this, rather than to grow food, as it may be more profitable. Using waste materials from food and other crops/sources would help overcome this and the fear that food prices will rise as farmland decreases. It would also be a good use of what is now just bio-waste.

Pages 66–67Q1Tourism has grown generally as people have more leisure time, paid holidays and travel is cheaper and easier. The Mediterranean region has a range of attractions:• sunny, dry summer climates• large, attractive coastline• many historic buildings• mountains which attract walkers, climbers and those interested in winter sports.

Q2Benefits:• a wide range of jobs/employment opportunities• income for the host country• improved infrastructure for tourists also benefits locals• the multiplier effect.Problems:• many jobs are seasonal and low paid• tourists tend to concentrate in certain (honeypot) locations• strain on resources, e.g. water, transport, health treatment• conflict with locals, e.g. those who have limited access to water• impact on the environment – waste, pollution, erosion etc.

Pages 68–69Q1(i) Historic buildings, e.g. Rome’s Colosseum; the Vatican and other World Heritage sites; art and architecture e.g. Venice.(ii) Winter sports; hiking/walking; climbing; beach/water sports; volcanoes; the canals of Venice.…there are many others!

Q2World Heritage Sites: a place (natural or man-made) that is defined by UNESCO as being of special cultural or physical significanceWorld total = 962 Italy total = 47



Pages 70–71Q1Many people can become displaced (millions across Europe after World War II), no longer having a real ‘home’ country.

Q2• To access the single market.• Attract investment and support to help develop the economy.• To travel and work freely in other EU countries.

Pages 72–73Q1Use/adapt information from Figure 2, page 72.• Push factors: high unemployment and inflation, housing shortages.• Pull factors: jobs, higher wages (often enough to send money home), ‘better’ lifestyle (bright

lights etc.)

Q2Figure 4, page 73 may help. • Bring a different culture to the UK – enriches the UK’s multicultural society.• Set up shops and businesses which help the UK economy.



Chapter 3 Weather and ClimateWeatherPages 78–79Q1STUDENT CHOICE/OPEN ANSWERS.

Q24oC

Q3Hemispheres: from ‘half a sphere’ = the Earth is divided into two hemispheres (North and South) by the equator.Heat islands: areas of land which are warmer than the surrounding areas.Micro-climates: small areas which have slightly different climates from the surrounding area.

Pages 80–81Q1STUDENT CHOICE but should include (in the same order) information from the labels from Figure 1 page 80 – but probably with some of them combined, e.g. Figures 4 and 5.

Q2The water is not lost, it ‘cycles’ around, e.g. it rains, the rain falls onto the ground, it drains into seas and oceans, evaporates, forms clouds and rains again.

Q3(i) Relief rainfall(ii) Frontal rainfallMost rain comes from low pressure systems (depressions) which cross the Atlantic Ocean. There is no high ground in the way as most rain comes from the west, so relief rainfall is rare.

Pages 82–82Q1They take on the characteristics of the land/water beneath them. As these change over the year (seasons), the air mass above will have different characteristics, e.g. much colder in winter.

Q2It would become colder and may even bring snow.

Q3(a) (i) A: Depression or cyclone (ii) B: Anticyclone(b) 964–1028 millibars(c) It would blow from B to A. Winds always blow from areas of high pressure to areas of low pressure.




Q2STUDENT CHOICE/OPEN ANSWERS – may include TV/radio/internet/newspapers.

Q3Although satellite technology allows forecasters to see what is happening now, it is difficult to be 100% accurate when predicting how fast or in what direction individual weather systems may move, so forecasts can be wrong. Sudden changes can also occur, e.g. movements of the jet stream.

Extreme WeatherPages 86–87Q1May include the one below (but there are many other individual countries):

Hurricanes Tropical cyclones Typhoons

Caribbean + e.g.s India North Australia

Gulf of Mexico + e.g.s Bangladesh Japan

Central America + e.g.s Sri Lanka Philippines

Southern USA Madagascar Oceania Islands e.g.s

Northern parts of South America + e.g.s

East Africa + e.g.s Indonesia

Q2STUDENT CHOICE/OPEN ANSWERS, but should have changes in the correct sequence.

Q3(i) Strong winds rotating around a central point; very destructive.(ii) Tropical storms are big air masses which also bring torrential rain and flooding from the storm surges they create. They originate over warm oceans and may travel thousands of kilometres. Tornadoes are small, localised and last for a few minutes. They form from intense thunderstorms



Pages 88–89Q1

31 August

Tennessee

(tropical storm)

30 August

Near Jackson, Mississippi

(hurricane)

29 August

250 km south of New Orleans

(hurricane)

28 August

Gulf of Mexico

(hurricane)

27 August

Gulf of Mexico 150 km north of Cuba (hurricane)

26 August

Florida

(hurricane)

25 August

The Bahamas

(tropical storm)

24 August

250 km north of Cuba

(tropical depression)

Q2(i) Short-term effects:• Over 1800 people died• 10 000 people took refuge in the Superdome in New Orleans• Over a million people were made homeless• Some people had to be rescued from the roofs of their houses• Large areas of farmland were damaged, with crops ruined and animals killed



• Fighting broke out in some places, and some people stole from abandoned shops.(ii) Long-term effects:• Much of the floodwater was heavily polluted• Thousands had to be moved to live in trailer parks in other states• Many businesses were ruined• Half a million jobs were lost.

Pages 90–91Q1It completely changes weather patterns from one extreme/opposite to another – it upsets the normal balance/weather patterns.



Q2El Niño events occur roughly every 3–7 years often with two in 7–8 years, then a longer gap before the next one. They are becoming more frequent.NB Students should use dates/years to back up statements.


Pages 92–93Q1It forms a funnel shape. It gradually narrows from north to south, so storm surges are made worse as there is less room for the water to spread out, so it is pushed upwards.

Q2Improved sea defences would minimise flooding and flood damage. Better warning systems and forecasts would help save lives.

ClimatePages 96–97Q1Atlas work/research.The Köppen is more detailed/complex. It has the five main climate zones, as shown in Figure 1, but has more divisions under some categories. Students should give actual examples.

Q2Polar: is around the extreme north and south (poles) at high latitudes beyond the Arctic and Antarctic Circles. The Antarctic (south) is a large single continent. The Arctic is mainly ocean, with the extreme north of surrounding land masses classed as polar, e.g. Greenland, Siberia, Northern Scandinavia.Semi-arid: one of two climate types classed as dry, mainly surrounding the other type of dry climate (hot desert, e.g. Australia, Southern USA/Mexico; Southern Africa and around the Sahara desert; Central Asia, mostly on the west side of continents.

Q3A=2; B=4; C=5; D=3; E=1.

Pages 98–99Q1Yes – it has very cold winters (–8oC) and warm summers (17oC) – extremes of temperature (large range = 25oC). More detailed answers will name months/use more data from the graph.

Q2So that they can be compared easily (especially visually).



Q3STUDENT CHOICE.

Pages 100–101Q1The highest temperature is 18oC in the month of July.The lowest temperature is 3oC in January and February.The temperature range is 15oC.It is warmest from May to October and coldest from November to April.

The wettest month is July with 80 mm of precipitation.The driest month is April with 40 mm of precipitation.The total precipitation for the year is 900 mm.There is a period of higher precipitation from September to December compared with January to August.


Q3(i) The Netherlands is a fairly small, lowland country, so temperatures do not vary as much as in larger countries with a greater range of relief. However, average temperatures are slightly higher (about 1 degree) in the south west compared to the north east. This is the combined effect of latitude and maritime influence.(ii) Distance from the sea and relief are also the main factors which cause differences in annual precipitation totals. Highest totals are where the land is slightly higher or nearer the coast.

The best answers will include details about specific locations and data from the maps.

Pages 102–103Q1(i) Both are found in bands parallel to the equator. In many cases, climate and biome types share the same or very similar locations, e.g. tropical rainforests, hot deserts and polar regions.(ii) Differences are usually where biomes cover larger areas, with more than one climate type, e.g. coniferous and deciduous forests and grasslands which can thrive in a wider range of climates.

Q2(i) Climate is a major factor in the range of flora and fauna which can survive in a region. Different species need different conditions in which to thrive, so less extreme climates – especially those which are wet and warm – tend to have much higher biodiversity.(ii) As the human population increases, more land will be needed for housing and to provide resources, leading to the destruction of more habitats and a reduction in biodiversity.




Climate ChangePages 104–105Q1It is objective, it can be measured – compared to illustrations and writing which are often subjective and shows the artist’s or author’s impressions or ideas.

Q2From 1900–1910, temperatures fell by –0.2oC. They then rose steadily until 1940, increasing by 0.5oC. From 1940–1980, changes were between 0.1 and 0.2oC. Since 1980, temperatures have increased more rapidly (0.4oC).

Pages 106–107Q1(i) The trapping of some of the radiation from the Sun in the atmosphere as it tries to return back from the Earth.(ii) The build-up of greenhouse gases in the atmosphere act like the glass on a greenhouse, preventing heat from radiating back out from the Earth into space – this is a good way of understanding how the greenhouse effect works on a global scale.

Q2During the period from 400 to 50 years ago, there has been a general pattern of increase to 300 ppm followed by a decrease to 200 ppm over periods of roughly 100 years. However, this has increased rapidly in the past 100 to 50 years, from just under 200 ppm to over 400ppm.

This increase is thought to come from four main sources:• Industrial processes/emissions• Burning fossil fuels for energy• Vehicle and aircraft emissions• Deforestation and burning grassland.

Q3If the Earth continues to warm, ice and snow will melt and sea levels will rise, flooding vast areas of land. It is difficult to get all countries to agree to cut emissions, especially those who are industrialising to improve their economies. Even if this was agreed, it could take up to 100 years before levels in the atmosphere started to fall.

Pages 108–109Q1Higher temperatures cause warming of oceans, which in turn heats the air above it, providing conditions needed for tropical storms to form – and intensify into hurricanes.



Q2Benefits:• Different crops could be grown because of warmer weather • Longer growing seasons.Disadvantages:• Rainfall may increase, or patterns could change with the same amount but in heavier showers• Rising sea levels will mean more expenses in strengthening and maintaining sea defences to

prevent flooding.

Q3Areas which benefit may include:• In Northern Europe, crops which need higher temperature, e.g. tropical fruits, could be grown.• Large areas in Greenland would become ice free, releasing land for farming.• Melting ice in the Arctic would open up new, year-round shipping routes where once ice blocked

the way.• Areas further north and south may be warm enough to allow trees to grow – and attract the

different flora and fauna which accompany them.Rising temperatures may harm other areas, e.g.:• More wildfires in the USA and Australia• Melting of ice shelves in Antarctica, harming wildlife as krill numbers decrease• Methane (a greenhouse gas) would be released as permafrost melts in Canada and Northern

Scandinavia• Drought in places like the Middle East and parts of Africa.NB There are many others.

Pages 110–111Q1Natural causes:• Solar activity• Elliptical orbit of the Earth around the Sun• Ocean currents• Volcanic eruptions.Human causes:• Burning fossil fuels• Deforestation• Industrial emissions• Transport.NB Page 104 will help students complete this question




Q3(i) energy efficiency; using less; using more clean renewable energy; carbon capture and storage; carbon taxes reducing use.(ii) building stronger and/or higher sea defences; implementing other flood control methods.

STUDENT CHOICE/OPEN ANSWERS explaining why a mixture of the two approaches might be the best way forward.



Chapter 4 WaterThe World’s WaterPages 116–117Q1They are on the surface: so easier to access – do not need wells/boreholes sunk (which costs money).

Q2 Liquid: precipitation, surface run-off; groundwater flow; condensation.Solid: ice.Gas: evaporation, transpiration.

Pages 118–119Q1There may be a lot of variety in the answers given, especially location names (individual countries etc.). Main locations may include:

Water availability (m3 per person per year)

Location (countries, continent)

Low (up to 2499) South Africa, Botswana (Southern Africa)

Medium (2500–5999) Spain, France, Italy, Greece (Western Europe)

High (Over 6000) Norway, Sweden, Finland, Russia (Northern Europe)


Q3Basic answer: improving sanitation is much more costly than providing safe water, e.g. via a local well. Good answers will go into more detail.

Pages 120–121Q1In high income countries the biggest consumer is industry (59%), with agriculture at 30% and domestic use 11%. The pattern is quite different in low/middle income countries. Just over 4/5th (82%) is used in agriculture, 10% in industry and 8% in the home.

Q2Water footprint means how much water is used by each person. This can be divided into different uses, e.g. home or domestic use. It is an easy way to compare levels of use and a good visual method of doing so.



Q3NB The question is about DOMESTIC water use.There are more labour-saving devices which use more water, e.g. dishwashers, garden sprinkler systems. This costs more money to install, e.g. swimming pools etc. As LDCs grow, more can afford a ‘better’ lifestyle – from basic facilities (piped water) through to appliances like washing machines etc.

Pages 122–123Q1STUDENT CHOICE/OPEN ANSWERS. Second part of answer should explain the different ingredients used to make the item chosen, e.g.to grow it/rear it cook it/package it/transport it etc.

Q2Student choice/research – annotations should explain HOW the method works.

Q3Irrigation is needed:• to grow crops in areas with little or no rainfall, or in marginal areas, e.g. deserts (Egypt and SW

USA).• where rainfall is unreliable or seasonal, e.g. in parts of the Mediterranean region.• to grow crops artificially, e.g. in glasshouses in the Netherlands.• to increase yields, e.g. rice paddies in South East Asia.

Pages 124–125Q1On average, industry uses less water than agriculture. Agriculture is a primary industry – the products do not make much profit. As a country develops it moves away from agriculture to industry, manufacturing goods which it can make more money from.

Q2Answers may include: water is needed to make the components, e.g. tyres, seats, engines etc; cleaning and washing processes; in the factory making it (facilities for workers); advertising (making paper for leaflets and posters); transporting it to a car showroom etc.

Q3• increasing population• more energy needed• growth in industry, especially in LDCs.



Water in the NetherlandsPages 128–129Q1A drain is an area where water is gradually removed – in this case the Netherlands provides the final ‘drain’ for water from these major rivers to reach the end of their courses in North Sea. The word ‘drain’ is appropriate as a drain takes water away – here from the mainland of Europe into the sea.

Q2STUDENT CENTRED/OWN DIAGRAM:

Q3Benefits: economic development, trade, expeditions, location on edge of Europe/gateway, growth of coastal ports, good farmland.Challenges: danger from inland (river) and coastal flooding especially given the low lying land of the Netherlands.

Pages 130–131Q1It was a good idea for the government to have control over drinking water. They can monitor quality and control supply and prices of this essential resource.


Flat drained grassland for grazing

Farm buildings

Windmill pumps water into the canal

Canal holds water drained from the land

Sluice gates to help control water levels


Q2• The amount of water used by washing machines and to flush toilets has decreased as they have

become more water efficient.• All devices which use water must have a label to rate how efficient they are – helping consumers

when choosing which one to buy.

Q3STUDENT CENTRED ANSWERS.

Pages 132–133Q1

Q2• protection against North Sea flooding• created polders to increase farmland and food security• improved water management by creating the freshwater Lake Ijssel.

Q3STUDENT CHOICE/RANGE OF RESPONSES.

Pages 134–135Q1Hard engineering involves structures using concrete, brick, rock, i.e. hard materials.Soft engineering is the use of vegetation or sand, i.e. soft materials.


Canal to store pumped drained water

Windmills originally used to pump water out

Ditch holds water drained from the land/polder

Electric or diesel pump used today to pump water out of drainage ditches


Q2Ships needed access into and out of ports and rivers in the delta region.

Q3Answers may include:• Advantages: more attractive than hard engineering (blend into the landscape); usually cheaper;

often fairly small scale, so cause minimal disruption to habitats/wildlife – and people!• Disadvantages: can be more easily damaged and destroyed than hard engineering methods like

sea walls; need constant attention, e.g. beach replenishment is ongoing; are often less effective as are usually small scale/easily eroded.

Pages 136–137Q1Student sketch – no dykes, groynes or embankments.

Q2The floods of 1995 made it clear that room was needed for floodwater to be safely collected or channelled – raising dykes higher and higher was not practical or a guarantee that they would not be over-topped.

Q31: By lowering the level of the land forming the flood plain, it can hold more water without over-topping the dykes.2: A deeper, wider river channel allows it to carry a higher discharge without overflowing.3: By moving the dyke further away from the river channel across the flood plain, it increases the room for floodwater to collect.4: Additional side channels can provide temporary storage for floodwater.5: An additional high water channel beyond the dyke can store floodwater when needed.6: Smaller groynes increase the capacity of the river channel to store water.



Coping for the FuturePages 140–141Q1

Q2Population in LDCs is rising more rapidly than in MDCs; the quality of life and industry are both improving/developing in LDCs.

Q3STUDENT CHOICE but should include an increase in water stress and scarcity, especially in Asia (China and others) and the USA.

Pages 142–143Q1Netherlands, France, Germany, Austria, Lichtenstein, Switzerland, Belgium, Luxembourg, Italy;(this includes the Rhine Basin, i.e. tributaries joining the Rhine).

Q2Main events and dates should include:

Date Event/description

1960s The construction of dams on the river began in Turkey as part of its GAP project (culminated in 1992 in the opening of the huge Ataturk dam).

1973 Syria opened the Thawra dam, decreasing an already poor quality water supply to Iraq.



1974 Iraq moved troops to the Syrian border and threatened to bomb the Thawra dam.

1991 The wetlands/marshes of Iraq were drained by Saddam Hussain, impacting on the lives of hundreds of thousands of Iraqis.

Late 1990s Syria and Iraq persuaded a number of companies involved in Turkey’s GAP project to boycott it.

2003 Iraq wetlands re-flooded.

2009 Turkey agreed to increase the water flow in the river.

Q3Answers should include the various dams which have either restricted flow downstream and/or damaged its quality. Also include the deliberate draining of the marshes in Iraq by Saddam Hussain – a politically motivated action against the Marsh Arabs.

Pages 144–145Q1Aquifers need rainfall to replenish water used: without rain (drought conditions) this would not happen and the water level in the aquifer would drop and could disappear altogether.

Q2(i) The aquifer is located under Israel, west of the River Jordan under the west/central part of the country. It is approx. 130 km from north to south and 50–60 km from east to west.(ii) STUDENT CHOICE/RESEARCH.

Q3Many regions are already suffering from water shortages/scarcity/stress. With increasing populations and warmer temperatures, there will be far greater demand on water supplies – in areas which may become increasingly arid. As water is a basic essential, this will almost inevitably lead to conflict.

Pages 146–147Q1The relief of Pakistan is a major factor: with the Himalayas in the north east and flat lowlands in the south west. The River Indus rises in the mountains and flows south west down and across the lowlands to the sea. High water levels in the river, especially as snow melts in spring, and also as a result of monsoon rains, will cause widespread flooding over the lowlands – so physical factors like relief, drainage and climate work together to initiate flooding.

Q2• The jet stream was blocked by a stronger wind during July.• This meant much more rainfall fell on Pakistan as it could not move elsewhere.



Q3• Deforestation has decreased interception and increased surface run off, so water reaches the

river more quickly.• Where embankments are built, floodwater can no longer get back into the river and stays on the

flood plain. • Silt builds up on the bed of the rivers, so the river channel can hold less water.• Many small drainage ditches are poorly maintained and so become blocked and unable to hold

water.• Dams and barrages can interrupt the natural flow of the river.

Pages 148–149Q1• Like most urban areas, rainwater is collected quickly via gutters, pipes and drains and so reaches

local water courses/ rivers quickly and can cause flooding.• Too much rain can cause drainage systems to back up and flood.• Future rainfall patterns may not see more rain here, but the same amount may fall in heavier

bursts – increasing flood risk.

Q2Climate change may see rainfall patterns change, with the same annual rainfall but falling in heavier bursts.

Q3STUDENT CHOICE/RESEARCH.


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