Oxford Insight Geography - Textbook
Oxford Insight Geography - Textbook
Oxford Insight Geography - Textbook
OXFORD
INSIGHT
GEOGRAPHY
AUSTRALIAN CURRICULUM FOR NSW
STAGE
4
DREW COLLINS
RICHARD CRIGHTON
KERRY McEWAN
MARK EASTON
contact
INSIGHT
GEOGRAPHY
4
AUSTRALIAN CURRICULUM FOR NSW
STAGE
DREW COLLINS
RICHARD CRIGHTON
KERRY McEWAN
MARK EASTON
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National Library of Australia Cataloguing-in-Publication data
Collins, Drew, author.
Oxford Insight Geography
Australian Curriculum for NSW Stage 4 / Drew Collins,
Richard Crighton, Kerry McEwan and Mark Easton.
ISBN 9780190304966 (paperback)
Includes index.
For Year 7 and Year 8 secondary school students.
Geography – Study and teaching (Secondary) – New South Wales – Curricula.
Geography – New South Wales – Problems, exercises, etc.
Crighton, Richard, author.
McEwan, Kerry, author.
Easton, Mark Gerald, author.
910.712
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CONTENTS
Skills checklist v
Using Oxford Insight Geography vi
NSW Syllabus for the Australian Curriculum:
Geography Stage 4 – Scope and sequence x
Map types
sketch 41 114 143
relief 237, 240, 267
political 23 299
topographic 25, 31 118 156, 167 268–9
flowline 23 82, 93 255, 260, 270, 272 291, 308, 347,
349, 351
choropleth 24 132, 172, 185 214, 244, 245,266,
275
isoline 211
precis 19, 31
cartograms 174 205, 212 321, 325
synoptic charts 25 262–3
physical 17, 23, 28, 29 58, 73, 105, 121 139, 150 206, 232–4
street 22, 30 136, 146, 169,
183, 184
dot distribution 23 283
overlay 24
thematic 25, 26 85, 109, 122 144, 148, 154, 213, 217, 221, 295, 312, 322,
159, 172 243, 244, 260 339, 341
Fieldwork
fieldwork 40–5 136, 137, 142,
143, 157
Graphs and statistics
data tables 32, 81 94, 95 175, 178 216, 254, 273 294, 313, 322, 326
pie graphs 33, 39, 43 83 224, 244 301, 326
column graphs 33 117 159, 193 222, 245 313, 328
compound column graphs 34 164–5, 167, 170
line graphs 32 94, 117 217 313, 323
climate graphs 34 145, 152 209
population profiles 35 155
multiple tables and graphs presented on a 94, 95, 117 145 222, 244, 245, 295
geographical theme 254, 255
statistics to find patterns and trends 95 145 244, 245
Spatial technologies
virtual maps 36 50
satellite images 10, 37, 48 153 227, 235, 241, 274 342, 343
global positioning systems (GPS) 37
geographic information systems (GIS) 36
Visual representations
photographs all chapters all chapters all chapters all chapters
aerial photographs all chapters all chapters all chapters all chapters all chapters
illustrations all chapters all chapters all chapters all chapters all chapters
flow charts 76, 102, 124 140, 162, 163, 309, 330
192
annotated diagrams all chapters all chapters all chapters all chapters all chapters
multimedia all chapters all chapters all chapters all chapters all chapters
field sketches 19, 41 114 143, 157
cartoons 247 321, 344
web tools 38 96 310, 311
1
AND LANDFO SECTION
CH AP TER
will investigate:
In this section you
s
orphic processe
es and the geom s
∙ different landscap that create distinctive landform
CHEC KPO INT 1.1
WH AT ENV IRONMENTAL
PROCES SES FOR M AND
AND HUM AN
TRA
LANDSC APES AND LAN
NSFORM
DFORMS? 1.2
SECTION
will investigate:
In this section you
degr adation
hum an caus es and effects of land
∙ the 1.2
CHEC KPO INT
rms.
d landfo
capes an
ent lands
ny differ
Vegas shows ma
image of Las
satellite
1.1 This
Source
G
THE EARTH’S CHANGINNDFORMS GEOGR APHER’S TOOLKI
T
LANDSCAPES AND LA
s
ls Geographical tool
Geograp hical inquiry skil
inctive shapes
hic
epts ∙ Maps: topograp
ether create dist Geographical conc raphical s
elements that tog ∙ Acquiring geog maps, sket ch map
is ma de up of a number of d in just a few years or over ∙ Change: chan
ges to
information ∙ Graphs and stat
istic s:
The Ear th’s sur face ate
dform can be cre
scap es
resources, land ng geographical
landforms. A lan rs organise them essi
time ∙ Proc data table s
ns kno wn as rms , geo graphe and places over information
and formatio d landfo and human ∙ Spatial technolo
gies:
dy and understan tive features suc
h through natural
s of years. To stu as well as descrip esses ∙ Communicating satellite images,
virtual
hundreds of million cess of formation ups
geographical proc
geographical info
rmation
bas ed on the ir geomorphic pro of an are a. The se distinctive gro and even ts maps
ns:
into groups that are characteri
stic an. ∙ Space: spatial ∙ Visual repr esen tatio
aphy and latitude, natural and hum
two categories –
al
scapes photographs, aeri
as climate, topogr broadly divided into apes,
distribution of land
photographs, illus
trations,
rre d to as lan dscapes and are Ear th incl udin g mountain landsc ∙ Environment:
processes
annotated diagram
s
are refe on
ural landscapes
sform
made that form and tran
erent types of nat l landscapes are landforms
There are many diff landscapes. Natura landscapes and
apes and riverine dscapes created
by people across the world
ert lan dsc ape s, coastal landsc and can yon s. Lan
des as valleys, cliffs 49
landforms such landscape is a city
.
up of a variety of mple of a human
landscapes. An exa
are called human
a creation story from Australia beautiful forever. Fire was restored and the two tribes were peaceful for a
short time. However, the chiefs both fell in love with Loo-Wit and went
According to the Gubbi Gubbi people, Mount Tibrogargan, the father, and Mount
Beerwah, the mother, had many children, the eldest of whom was Mount Coonowrin.
to war. In anger, the Great Spirit turned them into mountains: Mount
Hood and Mount Adams. The Great Spirit made Loo-Wit into Mount St Source 2.8 Mount St Helens clothed in
geographically.
One day, Mount Tibrogargan was looking out to sea and saw a great wave approaching. white with the Toutle River valley shown
Helens, clothed in white and beautiful forever. in the foreground
He called out to his eldest son, Coonowrin, to help his mother, Mount Beerwah, who was
pregnant with child.
KEY CONCEPT: PLACE
Source 2.6 Mount In the meantime, Tibrogargan gathered up his other children and began to run towards
Coonowrin sitting
beside his pregnant
higher land. When Tibrogargan looked back to check that Coonowrin was helping his mother, Links between people and the natural landscape
mother, Mount he was angered to see him running off alone. He chased his son and, in a great rage, smashed Not all people think about and see the same place in Many Indigenous people believe that the mountains
Beerwah, Queensland him on the head with his club, dislocating his neck. the same way. These differences result from many were alive in the time before humans walked the
Later, when the floods had gone, Coonowrin begged his father for forgiveness, but all his factors, such as cultural background, education and Earth. They believe that the shapes and locations of
father could do was weep in shame, creating the streams that still run in the region. He asked life experiences. Scientists such as geologists and mountains can tell us about ancient events. Learning
vulcanologists have studied mountains and revealed these stories helps us to appreciate that we do not all
his son why he had not helped his mother. Coonowrin – not knowing his mother was pregnant
a great deal about their formation. Local Indigenous see the same place in the same way.
– replied that Beerwah was the biggest of all of them and could look after herself. This angered
people, too, have their own stories about the creation For more information on the key concept of
Tibrogargan even more. He turned his back and vowed never to look at his son again. of these landscapes. For many Indigenous people place, refer to section GT.1 of ‘The geographer’s
Even today, Tibrogargan gazes out to sea and Coonowrin hangs his head and cries, his around the world, mountains are much more than toolkit’.
tears running off to the sea. His mother Beerwah is still pregnant as it takes a long time to lifeless rocks.
give birth to a mountain.
The UN estimates a creation story from New Zealand Remember and understand 6 What did you learn about the Indigenous people of
these three regions by reading their legends?
1 Examine Source 2.6. Which of these mountains is
that there are more
According to the Maori people, the mountains of New Zealand were once warriors and Beerwah and which is Coonowrin? Give reasons for
than 5000 distinct Investigate and create
gods who moved about the landscape. In the centre of the North Island stood seven great your answer.
Indigenous peoples 7 Conduct an image search of the Three Sisters in the
worldwide living in 72 mountains. Six of the mountains were male; Mount Pihanga was the only female. 2 According to the creation story from New Zealand, Blue Mountains. Imagine that you lived in Australia
countries. Clothed in native trees and vegetation, she was a great beauty and all the why did the mountains fight? thousands of years ago, before there were scientific
other mountains loved her deeply. One night they decided to fight for 3 Why do you think many Indigenous people have explanations for this landscape. Write and illustrate
her and a fierce battle erupted. The land shook. Smoke, fire and hot legends to explain landscapes? a legend that explains how this landscape was
rocks filled the sky.
Eventually, Tongariro was proven to be the supreme warrior
Apply and analyse
4 Compare the three legends.
created.
8 The three legends refer to mountain landscapes. Go Case studies expose students
to a range of sources.
and won the right to stand beside Pihanga. The losers were given to the library or use the Internet to find a traditional
a What features do all three have in common?
Aboriginal or Torres Strait Islander story that is set
one night to move away or else they would be turned to stone. b What is unique about each legend?
in a coastal or riverine landscape. Be prepared to
Taranaki, filled with anger and jealousy, fled to the coast, gouging 5 As well as helping people to understand their
CASE STUD Y
MOVING TO NOOSANGATTA
Strange but true The warmer clima
te and stunning Reading a complex
SKILL DRILL
and cities along extensive growt were small holida maps, such as the
High
y one shown in
General
h and developme
Existing
this section of coast
Protected area
geographical facts
line may join togeth Source 4.17, can
Future Strategic rehabilitation
know n as a mega
Marine park area
lopolis. Some geogr er to form a contin appear a little Land and wetland
Marine park
Designer Note: <NEW people have alrea also join to form of features.
designed to entertain
one vast urban area
Tewantin
dy nicknamed ‘Noos that some As with all maps
2-PAGE SPREAD> The high popul ation angat ta’. , however, it
growth in south-east is important that P a c i fi c
led to an increasing Queensland over you read the
demand for housi the last few decad
features and easyg bushl and and farms more about the region
in the first place oing lifesty le that each year. The
are coming under attrac ted people being
to move to the area shown.
Caloundra
Geographical concepts,
Caboolture
Step 1 Read the
title carefully.
Make sure that you
Moreton
Bay
the
map shows and the
Source 4.16 An oblique
region that is shown
Laidley Ipswich
ea
it in
t
River
it sits in relation
to other
Divid
regions or countries. er
ing
Riv
ility of
Ran
the information.
ge
Robina
Maps Gold Coast
drawn by governmen
t Coolangatta
departments and 0 10 20 km
professional publis
hers
are generally more Source 4.17
reliable than those
drawn by individuals Source: South-E
REVIEW 4.1.4 and Queensland Depart
ast Queensland Region
al Plan
businesses. ment of Infrastructure 2009–2031,
and Planning.
Remember and unde Step 3 Look carefu
rstand lly at the symbols
used in the legen and colours
1 Why are many 4 Is it likely that d and find an exam For a guide on estim
older Austr alians the city of Toowo of these on the map. ple of each ating distance, refer
settle in south-east moving north to Noosangatta mega omba will join the of ‘The geographer to section GT.3
Queensland? Look for relationship ’s toolkit’ (Skill drill:
lopolis? Give reaso between these symbo s
2 Explain what answer. ns for your ls such as roads to measure distan Using line scale
is meant by the expre urban areas. and ces).
its own success’. ssion ‘a victim of 4 Describe the
Investigate and creat distribution of existin
e Apply the skill urban areas. Use g and future
Apply and analyse 5 Explore the region the names of towns
shown in Source 1 What is the sourc well as compass and cities as
3 Describe the Earth. Use the ‘Histo 4.17 on Google e of the map shown directions and geogr
impor tance of natur rical Imagery’ tool 2 Is this a reliab in Source 4.17? such as the coast aphic features
as rivers, mountains al features such examples of place to find le source of inform and rivers in your
and coasts in affect s that have under 3 Use the line scale ation? 5 Describe the description.
location and shape ing the changes in the last gone great to estimate the straig distribution of protec
of cities. Use evide 10 years. distance from: ht line the land and wetla ted areas and
map (Source 4.17) nce from the nds areas of high
for your description significance. ecological
. • Brisbane to Robin
a 6 Which areas
of high ecological
• Brisbane to Noos to be impacted most significance are
a likely
138 OXFORD INSIG by the continued
HT GEOGRAPHY AUSTR • Brisbane to Toowo urban areas in this growth of
ALIAN CURR omba. region?
ICULUM FOR NSW
STAGE 4
49
THE PLACES WE
LIVE 139
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. vii
» obook provides an electronic version of the Student Book with note-taking, highlighting
and bookmarking. The obook includes videos, interactive learning modules, weblinks and
worksheets, and can be accessed both online and offline. Access your entire cloud-based
obook library anywhere on any device with one simple login.
Create your own tests tailored directly to the needs of your students
or assign ready-made tests complete with marking guidelines and
suggested solutions.
1.2
and Rich Task, you
maps
Reading thematic
and
will be learning
Apply the skill
TRANSFORM
SKILL DRILL
a ng
used to represent applying the followi
N PROCESSES FORM AND
Each Checkpoint is
Thematic maps are le, the Study Source 1.54. geographical concep
ts,
AND HUMA or topic; for examp
WHAT ENVIRONMENTAL particular theme ents very low
1 What colour repres
tools:
ces of desertificatio
n, inquiry skills and
FORMS? distribution of instan vulnerability to desert
ification?
LANDSCAPES AND LAND
ts:
land degradation. » Concep
section. They
Land degradation the land has been Step 3 Move to Source region has the highest
issue. Its be stocked with the information (in the
case of 8 What toolkit’.
students, or differentiate
is a major global 7 Which area could areas that are not
Land degradation t of colour) concentration of
l because of its impac most cattle? 1.54, a different block
impor tance is critica quality that represents. vulnerable?
are open-ended,
security and the ocking an area cause and work out what non-vulnerable areas
on both world food 8 How can overst 9 Imagine if these
inquiry-based tasks
how
C H E C K P O IN T
on
chemical use, aid
maintaining health
in building and
y soil, and manag
e
s – all of which aim
to
EUROPE
NORTH
AMERICA
ATLAN TIC
OCEAN
from the syllabus with the goal
inquiry skills.
because dependence
ASIA
nutrient requirement quality. PACIFI C OCEAN
tion quantity and
Processing geogr ble nutrie nts, avoid disease). Existing dry lands
leaving availa
What benefi t would there be in on your finding s, design a Not vulnerable
1 b Based
the trees along the
ridge? an annotated
n garden and make 5000 km
likelihood of erosio
0 2500
STAGE 4
ALIAN CURRI CULUM FOR NSW
T GEOGRAPHY AUSTR
84 OXFORD INSIGH
ways people organise and manage spaces that we live in • Sustainability: the capacity of the environment to continue to
• Environment: the significance of the environment in human life, support our lives and the lives of other living creatures into the
CONCEPTS
Acquiring geographical information • analyse geographical data and other information using
• develop geographically significant questions and plan an inquiry, qualitative and quantitative methods, and digital and
using appropriate geographical methodologies and concepts spatial technologies as appropriate, to identify and propose
explanations for spatial distributions, patterns and trends and
• collect, select and record relevant geographical data and
infer relationships
information, using ethical protocols, from appropriate primary
data and secondary information sources • apply geographical concepts to draw conclusions based on the
GEOGRAPHICAL INQUIRY SKILLS
Stage 4:
• maps • spatial technologies
• fieldwork • visual representations
TOOLS
A student:
› locates and describes the diverse features and characteristics of a range of places and environments GE4-1
› describes processes and influences that form and transform places and environments GE4-2
› explains how interactions and connections between people, places and environments result in change GE4-3
› examines perspectives of people and organisations on a range of geographical issues GE4-4
› discusses management of places and environments for their sustainability GE4-5
OUTCOMES
• Why is there a diversity • Why do people’s perceptions of • Why does the spatial • How are people and places
of landscapes and the liveability of places vary? distribution of water resources connected to other places?
landforms on Earth? • What effect does vary globally and within • What role does technology play
• What environmental environmental quality and countries? in connecting people to people,
and human processes access to services have on • How do natural and human goods, services and information in
form and transform people’s wellbeing? processes influence the other places?
landscapes and • How can strong community distribution and availability of • What are the consequences of
KEY INQUIRY QUESTIONS
landforms? identity and social water as a resource? a globally connected world for
• Why do people value connectedness enhance the • What effect does the uneven people and places?
landscapes and liveability of places? distribution of water resources • Why are interconnections
landforms? • What approaches can be used have on people, places and important for the future of places
• To what extent are to improve the liveability of environments? and environments?
landscapes and places? • What approaches can be used
landforms sustainably to sustainably manage water
managed and protected? resources and reduce water
scarcity?
including causes,
impacts and responses
(ACHGK053)
Extracts from Geography 7-10 Syllabus © The State of New South Wales (Board of Studies, Teaching and Educational Standards, NSW), reproduced
with permission. The Board of Studies takes no responsibility for any errors in the reproduction of BOSTES materials.
Source GT.1 A view of Fitzroy Falls in Morton National Park in New South
Wales, the traditional Country of the Yuin people
PLACE
Places are parts of the Earth’s surface that are identified
and given meaning by people. Your home and your
school are important places for you because they are
the places where you live and spend most of your time.
Places play an important role in the lives of every
person on Earth. Places can be natural (that is, shaped
by the environment and largely unchanged by humans)
or human (that is, built or changed by humans).
Places determine our relationships with one Source GT.2 Jim Jim Falls in Kakadu National Park in the
another. Our closest relationships are likely to be with Northern Territory, known to the Aboriginal people of the
region as Barrkmalam, is a spiritually significant place.
people in the same place. The environmental and
social qualities of a place all influence the way we live.
Climate, landscapes, types of plants and resources,
transport networks, entertainment venues and
workplaces all have a major impact on the way we live
in our places.
For Indigenous Australians, place has a deep
spiritual meaning. Their sense of identity comes from
their relationship with place. Aboriginal people have
lived in the Kakadu region of the Northern Territory
(Source GT.2) for over 50 000 years. The region
contains approximately 5000 rock art sites, some of
which are over 20 000 years old. They represent the
longest historical records of any group in the world.
Source GT.3 Manhattan Island, New York City, is a culturally
Aboriginal people refer to their place as Country. significant place to many people.
Geographers use the concept of place when
conducting any geographical inquiry. For example, a
take, change the places in which we live. Geographers
geographer visiting New York City in the United States
investigate the outcomes of these changes. For example,
(Source GT.3) would use the concept of place to help
by investigating the way in which human actions
understand why people originally settled there, how the
have altered the Brazilian Rainforest, geographers can
city was built and how it has changed over time.
learn how to better manage and care for our natural
Just as place influences people, people also influence
resources.
place. The ways in which we live, and the actions we
Source GT.5 A scientist looking out over McMurdo Station at Observation Hill in Antarctica. The line between the natural and built
environment is clearly illustrated in this photograph.
INTERCONNECTION
No place or thing on Earth exists in isolation. All single system to keep you alive and healthy. In much
environments on Earth and every living and non- the same way, the Earth’s living systems (such as
living thing found within them are connected. These climate, plants, animals, oceans, soils, atmosphere and
connections can be on a local level or a global level. energy) all function together and are interconnected.
Geographers use the concept of interconnection Even a slight rise in the Earth’s temperature, for
to better understand the complex links between example, will have an effect on the oceans (such as
natural and human processes that shape our Earth. damaging coral reefs and affecting the populations of
Places and people can be linked in many different marine life), the land (such as failure of crops and
ways that can be categorised as: drought) and the polar ice caps (such as increasing sea
• natural processes, such as the water cycle and levels and forcing millions of people to relocate).
food chain Source GT.6 shows a slum in Bangladesh, the most
• human activities, such as the movement of densely populated country in the world. Bangladesh is
slightly larger than England in size, but is home to 150
people, the production and trade of goods,
million people; this is three times the population of
and the flow of investment and money linked
England. Its coastal zone has a very low elevation
within and between different countries.
above sea level, making it one of the countries most
It helps to think of the Earth as a single living
vulnerable to climate change through rising sea
organism, much like your body. Your brain, heart,
levels.
lungs, stomach, arms and legs all work together as a
Source GT.8 A minke whale and her one-year-old calf are being dragged on board the Japanese factory ship Nisshin Maru. Anti-
whaling activists argue that the number of whales hunted by the Japanese each year is unsustainable.
Source GT.10 Geographers are curious. They look at the Earth’s features
and always want to know more about them.
ACQUIRING GEOGRAPHICAL
INFORMATION
Identify an issue or problem
Developing an awareness and understanding of our world begins by observing the processes
that are taking place in it. Geographers look at people, land, air, water, plants and animals
and the connections between them to understand what is happening. They also seek
to investigate where, why and how natural and human environments are formed and
changed. These observations often include identifying any problems or issues that need to be
investigated and resolved.
If you look out the window of your classroom you will become aware of your
surroundings. Is it a sunny day? Is it windy? Can you see any buildings or trees? Are there
any clouds? Even though you may look out this window on most days and take what you
see for granted, these simple issues or problems can easily become the basis of a number
of different geographical inquiries. If the Sun is shining, you might like to begin an inquiry
into the hours of sunlight and the pattern of temperatures in your area. If it is windy, you
might like to begin an inquiry into what direction the wind is coming from, how strong it
is and why. If you can see lots of trees or buildings, you might like to begin an inquiry into
what type of environment you are in and the different forces that have shaped it. Once you
have identified an issue or problem to explore, the next stage is to develop some geographical
questions to focus your inquiry.
Source GT.12 A guide for planning the direction of a geographical inquiry into Uluru
Is it a good thing that • Information on the • Conduct fieldwork into visitor numbers.
so many tourists visit importance and significance • Create surveys and questionnaires for
Uluru? of Uluru to the Anangu, who visitors to complete.
are the Indigenous people in • Contact Parks Australia and Uluru–Kata
the area Tjuta National Park for information on how
• Information on the the park is managed.
management and • Download resources from the Parks
maintenance of the park Australia website; for example, podcasts,
maps, visitor guides, geological reports,
audio tours and images.
• Hand-drawn maps and field sketches • Information from textbooks, atlases, maps,
• Photographs, images and other visual representa- graphs, reports and websites that were not
tions taken for the inquiry created specifically for the inquiry
• Questionnaires and surveys designed and created • Data that was collected by a government
Source GT.14 Kata for the inquiry department (such as census data), the media,
Tjuta in the Northern • Graphs created from data (such as number of companies and other organisations and was
Territory visitors, number of cars counted, and temperature not collected specifically for the inquiry
and wind statistics) gathered by the geographer
for the inquiry
REVIEW GT.2.1
Pattern (P)
In this step, you need to give a general overview of any patterns you may identify.
When looking at any form of data, look for things that stand out or form patterns. A pattern
may be a group of similar features on a diagram, a concentration of a particular colour or feature
on a map, or a particular shape that is created by data on a column graph. For example, when
looking at a physical map of Australia (see Source GT.17) you might say, ‘Most mountains run
along the coast in the east’.
TIMO R
T Island Cape Arnhem
Princess
Often you may find that there are things in your data SE A Arnhem
Land
Groote Eylandt Charlotte
G PACIFIC
INDIAN Cape Londonder
Londonderryy Gulf of Cape Bay RE
Carpentaria AT O C E A N
that do not fit into a pattern you have identified. These OCEAN Lake Argyle BAR
York
KL
BA
Cape Leveque Kimberley Y Peninsula C ORAL
are called exceptions. They also need to be identified TA
RR
B LE Hinchinbrook S EA
GR
LA Island
IE
Tanami ND
and quantified. For example, you might say, ‘There are a
R
EA
Desert
RE
Whitsunday
T
Great Sa nd y Island
EF
D
number of other mountain ranges that are not on the east North D eser t
IV
Lake Mackay
West Tropic of Capricorn
ID
Cape HA MACDONNELL RANGES
ME Mt Meharry 1249 m
coast. These include the Flinders Ranges in South Australia
IN
RSL Lake Amadeus
EY Si m p son
RA
G
NG Gibson Desert Uluru 868 m D esert Fraser Island
E Lake Yamma Yamma
RA
and the MacDonnell Ranges in the Northern Territory’. Shark MUSGRAVE RANGES Sturt Stony
NG
Bay Desert
Great Vi ct o r i a Kati Thanda (Lake Eyre)
E
Lake Austin
ES
D eser t Cape Byron
er
G
Using the SHEEPT method
Lake Lake Torrens Lake Riv
FLINDERS RAN
GE
NULLARBOR PLAIN Frome ing
Barlee Lake Gairdner rl
N
Da
RA
Eyre Mu
Great Australian Peninsula
NG
rra
y
Bight
I
ID
Cape Naturaliste V
SHEEPT is a tool used by geographers to help them Cape Leeuwin
Point
Hood Kangaroo
Lake
Alexandrina
River
EA
DI
T Mt Kosciuszko 2228 m
Island
LEGEND GR PACIFIC
consider the many factors that may contribute to the Height of the Depth of the
Cape Howe
0
00
00
00
S E A
them in terms of these six factors and rank them in order
es
si
on
Mt Kosciuszko
of importance. This will help you reach your conclusions. 2228 m Mountain 0 400 800 km
REVIEW GT.2.2
Always include
a location map;
remember
BOLTSS.
REVIEW GT.2.3
Simple maps
Spatial technologies
Visual representations Geographers use different types of maps to show a whole
range of different natural and built features – and the
connections between them (See Sources GT.24 to GT.29).
Source GT.21 The essential tools needed by every geographer
You will be learning how to create a number of different
types of maps and interpreting the information that they
provide.
Island SYDNEY
Reserve
Cove M IL
B
LEGEND UN
N
RA
ION
SO
RA GLA
RO AD
STR
KUR R A
EET H
D
IG
FI
LAVEN
Parkland DER ST H
CREMORNE
EL
REET ST
Manns RE Neutral A
POINT
B
ET
LAVENDER
D
BAY
RO
AD
ELA M Careening
D
HW
Yurulbin
freeway Reserve Lavender NG Cove
A
AV Cove
Point
AY
AV
Blues Point Point
EN
SYDNEY HARBOUR TUNNEL
UE
W
Mall/major Ballast
Ballast Point
GH
Point
Park Mort Bay Millers Bay Fort Denison
FIE
Point
D Bennelong S y d n e y
BALMAIN A
AD
RO THE Point
EAST N
ROCKS Harbour
BR
T
Barangaroo HICK SO
GE
STR EE
DARLING Park Mrs Macquarie’s
OR
Observatory Sydney
GE S T
Park Point
Cove
BARANGAROO Circular
KENT STREET
Quay Garden
Farm Potts Island
Darling
R
Ba oolo in
Cove Point
TO
y
Ba
oo oma
White Harbour
s
STR EET
IB U
ST
ne
ST
Bay
Bay
BRID GE
Pyrmont
D
Jo
TR
CA H I L
PHIL IP
YORK STREE
Ba
m
ns
ARIE ST
Point Park
y
D IS
sto
Royal Botanic
STRE ET
Glebe
ont
e
oll
Th
Gardens
hn
CLARENCE
Island
OA
MACQU
Pyrm
Wo
L
PITT
EX
Jo
FR
KENT STRE
PR
ST
ES
AR
SUSSEX STREE
CBD Elizabeth
WE STE RN
POTTS
WH
HA
The
STREET
SW
TH ST
WE
POINT
RR
Bay
AGH
STE
ER
GEORGE
Domain CO W P
IS
RN
AY
D IS PYRMONT
CAST LERE
ET
Hyde
ST
ST
TO Bay MARKET
WOOLLOOMOOLOO BAY
RE
Bay R Park
ET
D R UITT ST PA Phillip
STREET
D
RK ST
REET Park Fitzroy
A
Darling Rushcutters
H
RO
Gardens
AC
E
WILLIA
AV
AD
E
Harbour M STRE
BE
G
RUSHCUTTERS Bay
RO
ID ET
D
BR EW
WA R
T BAYRushcutters
N
N N
Tumbalong
ST REET
Kings KI N GC
CR OW
WA
RM
O
Wentworth LIVERP
OOL S RO SS
ROAD
PY Park STREET
Cross STREET Bay Park
TT
Park O NEW
RS
LE
X SO
AV
R DDARLINGHURST
FO
HU
ST
ET U
TH
ULTIMO GO UL
ET
RE
GL
NG
BU RN
IL D
ST BU RT
White City
ST RE
Paddys
ST
ON ST
EB
GLEBE ST
R LI
ST
NE
Market HAYMARKET
RE ET
RE
BET H
E
T RE
RS
ET ST Park
DA
ET
HU ST
ND R IA N RO
AD
ELI ZA
TO
RG E
LY
OW
PO
E
SURRY
STR EET
Trumper
R
IN V IC OU ND A RY
MO
QU
BR
T T
FLINDERS
G EO
A L HILLS
B
P IT
N
AY
B IO MORE LE
RO N ROAD G
ST
N
E
ST
GL
A
D
KE
BO UR
Source GT.22 An aerial photograph of Sydney Harbour and Source GT.23 A map of Sydney Harbour and the city
N
CR OW
BA
Cape Leveque Kimberley Y Peninsula C ORA L
RR
B LE Hinchinbrook SEA
GR
LA Island
IE
Tanami ND
R
EA
Desert
RE
Whitsunday
T
Gre at Sa nd y Island
EF
D
North Des ert
IV
Lake Mackay
West Tropic of Capricorn
ID
Cape HA MACDONNELL RANGES
ME Mt Meharry 1249 m Darwin
INDIAN PACIFIC
IN
RSL Lake Amadeus
EY Simps o n
RA
G
NG Gibson Desert Uluru 868 m De s e rt Fraser Island
E Lake Yamma Yamma
RA
Shark MUSGRAVE RANGES Sturt Stony OCEAN OCEAN
NG
Bay Desert
Gre at Victo ria Kati Thanda (Lake Eyre)
E
Lake Austin
ES
GE
Barlee
NULLARBOR PLAIN Frome ing Townsville
Lake Gairdner rl
N
Da Territor y
RA
Eyre Mu
Great Australian Peninsula Queensland
rra
y NG
Bight
I
ID
Cape Naturaliste V ricorn
Point Lake River DI Tropic of Cap
Cape Leeuwin Hood Kangaroo Alexandrina
AT Mt Kosciuszko 2228 m
Island
G RE PACIFIC Western
LEGEND
Cape Howe Sunshine
Height of the Depth of the Australia
land (metres) sea (metres)
Cape Otway OCEAN Coast
King Island Bass Strait South Brisbane
Furneaux Group Gold
Cape Grim
Australia Coast
Mt Ossa
Lake Pedder 1617 m TA S M A N New S o uth
20
10
50
25
10
0
De
0 pr
20
20
40
60
0
00
00
00
S E A Wales Newcastle
es
Perth
si
Central Coast
on
Mt Kosciuszko Sydney
2228 m Mountain 0 400 800 km Wollongong
Canberra
Adelaide ACT
LEGEND
Number of people in
urban area Geelong Victoria
Source GT.24 Over 1 000 000
Melbourne
500 000 to 1 000 000
Source: Oxford University Press 100 000 to 500 000 Tasmania
10 000 to 100 000 Hobart
1000 to 10 000 0 400 800 km
Port Hedland
Karratha
Territor y
Mount Isa
Qu e e n sl a n d Mackay WORLD: TOURIST FLOWS
Alice Springs Rockhampton Emerald
orn
of Capric Gladstone A R CT I C O C E A N
Tropic Western Bundaberg
Maryborough
Gympie Sunshine
Australia Coast
South Toowoomba Brisbane
Warwick Gold Coast E URO PE
Lismore N ORTH
Geraldton AS IA
Australia Armidale A M ERI C A
Broken Hill Tamworth
Kalgoorlie–Boulder Port Macquarie
Port Augusta New S o ut h
Perth Whyalla Port Pirie Dubbo
Rockingham Great Australian Wa le s Newcastle
Mandurah Bight Port Lincoln Mildura Bathurst Sydney AT LA N T I C
Busselton Bunbury Adelaide Wagga Wagga ACT Wollongong PAC I F I C OCEAN
Albany AlburyCanberra
AFR IC A
Bendigo
LEGEND Ballarat V ict o ria PACIFIC
OCEAN
SOU TH
Mount Gambier Melbourne ATL A NTIC
Geelong A M ERI C A
Country border IND IA N
Bass Strait OCEAN OCEA N
State/territory border OCEA N AUSTRALIA
Burnie Devonport
Tasmania State/territory name Launceston
Ta sma n ia
Country capital city Hobart TA S MA N
S EA LEGEND
State/territory capital city Tourist flows (millions of people)
Other city/town 0 400 800 km Over 10 5 to 10 3 to 5 Under 3 0 2500 5000 km
AF RI C A
amounts, while lighter shades
LEGEND
show the lowest values or the INDIAN International tourist SOUTH
arrivals (millions)
least amounts. AT LA N T I C OCEAN
AMERICA
Over 40.0
OCEAN AUSTRALIA
30.0 to 39.9
Source GT.28 20.0 to 29.9
Source: Oxford University Press 10.0 to 19.9
5.0 to 9.9
1.0 to 4.9
Under 1.0
0 2500 5000 km
No data available
Overlay maps
Overlay maps show how features on the Earth’s surface may be related to each other. To create an overlay
map you first need to produce a base map showing one feature (such as the location of Australian rainforests)
and then place a piece of tracing paper or plastic sheet over this base map showing the other feature you are
investigating (such as areas with a moist tropical climate).
Source GT.29 An overlay map showing the location of Australian rainforests on a base map (left) and areas with a moist tropical
climate on an overlay (right)
100
200
300
300
400
40
500
0
ridge
600
round hill
500
vall
ey
500
0 600
40
0 100 200 m
500
Source GT.30
Source: Oxford University Press
INDIAN PACIFIC
OC EAN OCEAN
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ricorn
Tropic of Cap
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LEGEND
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Beef cattle Fruit
Dairy cattle Vegetables
Sheep Grapes ��������
Wheat Sugar cane
� ��� ��� ��
Injinoo
Ubirr
PACIFIC
Darwin Malanganger Mapoon
Gallery Hill
Hermannsburg Alice Springs
g
New South
lin
Moore River Koonalda Cave Panaramitee
ar
Wellington Valley Mission
D
Willandra Lakes
‘Source: own map’ or ‘Source: [add your name]’. 0 250 500 750 km
Leasehold
Art
Former government station or Wybalenna
mission Cape Grim
Reserve Preminghana
Historical and cultural interest Marrawah
National park
Massacre
Area less than 100 Tasmania
square kilometres Settlement and former reserve
Kutikina Cave Hobart
Oyster Cove
Scale
We use scale to shrink or increase real-world features so they will fit into a space. Model cars
are scaled down in size and proportion from real cars.
The model shown in Source GT.35 looks like the real car, only smaller. It is a 1:35 scale
model. This means that 1 centimetre on the scale model is equal to 35 centimetres on the
real car. If 1 centimetre represents 35 centimetres, then 10 centimetres (the total length of
the model) represents a total length of 350 centimetres (or 3.5 metres) on the real car.
Scale on maps
Maps are scaled representations of real areas. These representations have been designed to fit
on a piece of paper or on a computer screen. Maps look the same as the real areas they are
representing, just reduced to a size you can work with. Scale on maps allows you to work out
the distances in the real world.
Look at the map of Tasmania (Source GT.36). In the bottom left-hand corner it shows
the three types of scale that can be used on maps and how they work:
• written scale – A written scale tells you how much a distance on the map represents
on the ground. The written scale on Source GT.36 is ‘one centimetre on the map
measures 30 kilometres on the ground’. Using this information we can easily work out
that 5 centimetres on the map would be equal to 150 kilometres on the ground, and
so on.
• line scale – A line scale is a numbered line that acts like a ruler. You can use it to
measure distances on the map. The Source GT.36 line scale shows 1 centimetre is
equal to 30 kilometres.
• ratio scale – A ratio scale shows scale in numbers. The ratio scale for Source GT.36
is 1:3 000 000, so one unit (that is, 1 centimetre) on the map represents 3 000 000
centimetres on the ground. Of course, 3 000 000 centimetres is equal to 30 kilometres.
4 c e nti m etre s
Riv
Ulverstone Devonport
Derby
er
fit on the page.
Ta
Beaconsfield
m
ar
Savage River NP
You can use the line scale to
St Helens
R iv
rth
Waratah Sheffield
Mathinna
er
Launceston
Fo
measure the distance between Savage River
Deloraine Westbury Ben Lomond NP
Scamander
River
Mole Creek Evandale
two points ‘as the crow flies’ Cradle Valley Longford
So Rossarden
St Marys
Pie
Cradle Mountain T a s m a n i a Fingal
r e
(that is, in a straight line) by
M u
ma
th
Riv
er 1420 m ac Douglas–Apsley NP
Riv Es
k
n
Rosebery Poatina qu Maclean
following these steps:
ar
Cradle Mountain– Mt Ossa 1617 m Great ie Conara Bay
Zeehan Lake St Clair NP Lake
Walls of Jerusalem Campbell Town Bicheno
Step 1 Place the straight edge NP Miena Arthurs Lake
er
Ross
Riv
Queenstown Lake St Clair Lake
of a sheet of paper over Sorell
Riv
Strahan Derwent Bridge Swansea Coles Bay
g
INDIAN Kin
er
li n Lake
the points you wish to Fra n k Great
Echo
Macquarie River Oyster Freycinet
Oatlands
measure. OCEAN
Harbour
Franklin–Gordon erw
D Bothwell
Bay NP
Schouten Island
Wild Rivers NP en
Step 2 Mark the starting and Ouse Melton Mowbray
Go
rdo t Triabunna
Hamilton Orford
Mount
finishing points on the Maria Island NP
n
Lake Field
Riv
Riv GordonNP Maria Island
er Bridgewater
paper.
er
Strathgordon Richmond
New Norfolk Sorell Marion Bay
Step 3 Hold the edge of the Mt Wellington 1269 m Hobart
River Kingston
paper against the line Lake
Pedder
Huonville
Tasman NP
Eaglehawk Neck
Huon Franklin Snug
scale to work out the Geeveston Cygnet Storm Port Arthur
Bay
real distance between Southwest NP Hartz Mountains
NP North Bruny Tasman Peninsula
Dover
the two points. Port Davey Bathurst
Harbour Hastings South Bruny NP
TA S M A N
Alternatively, you could use a 0 30 60 90 km South Bruny
ruler to measure distance. Just South West SEA
SCALE 1 : 3 000 000 Cape
South East Cape
remember to use the line scale; One centimetre on the map measures
30 kilometres on the ground.
not the ruler measurement
(e.g. 3 centimetres on the ruler
Source GT.36
equals 90 kilometres on the Source: Oxford University Press
ground).
I
E
R
A
1 2 3 LEGEND
Lake
George R
T
k
Ngunnawal E
ee
Cr
k
Ngunnawal
ee
E
Cr
Hall a
err Desert
Hall a
Geo
err
ind Palmerston
ind Palmerston New South Wales
New South Wales
D
Ginninderra Ginn
rgin
Ginninderra Ginn
F
I
Mitchell
a Riv
Belconnen
Grassland
V
r
Lake
Lak
La kkee Ginninder
Ginninderra
ve
Mitchell
er
Mt Majura
Ri
I
“Uriarra Crossing” M 888 m
olo
Belconnen Mt Painter
Shrubland
D
ng 743 m
lo
tina
Lake Ginninderra Mt Ainslie 843 m Tro
oppic
ic of C
Black Mountain 812 m Canberra Capri corn
I
Mt Majura
man
Lake Burley Griffin “Kowen”
Riv
N
888 m
er
Forest
Capital Hill
“Uriarra Crossing”M
Dia
Mt Coree 1421 m
olo Mt Painter
Mt Stromlo
Observatory
Kingston
Si m p s on
G
Narrabundah
ng 743 m Des er t
lo Woden
M
Mt Ainslie 843 m Weston Valley
ur
River
Fraser
FFr
rraser
aser Island
Mountains
Queanbeyan
ru
Creek
m
Black Mountain 812 m Canberra
bid
River
R
Watson
ge
e
Kambah Hume Jerrabomberra
Lake Burley Griffin
Paddys
A
Riv
Built-up area
River
Wanniassa
er
Capital Hill
N
Gilmore
Mt Coree 1421 m Canberra Deep Space
Cotter
G E
Calwell
State/territor
Tidbinbilla Peak
Narrabundah Bendora 1562 m
Dam
Australian Conder
border
M
Woden
Weston Valley
ur
Queanbeyan
ru
Creek
m
Royalla
Capital
Tharwa
Major road
bid
BRINDABE
Watson
ge
E
e
N G
LLA
Te r r i t o r y
Paddys
Macq
Williamsdale Lake
Mt Gingera
FLIN DERS R AN GE
Frome
Rive 1857 m Honeysuckle Creek
uarie
Wanniassa
Railway
rlin
r “Naas”
R A
Da
RANGE
Namadgi r
Cotter
Rive
Orr
Gilmore
ora
National
by
l
Tuggeranong Orroral
River
River
Rive
Rive
“Tidbinbilla” Park
G
r
Bimberi Peak
Calwell n
r
chla
1912 m
Tidbinbilla Peak River
Re
IN
La
nd
Mu
ez
Glendale
1562 m rra
vou
Mt Murray Crossing
y Mu rrumbidg
Naas
S
s
Australian
1845 m Boyle 1791 m
ID
ee
Conder Mt Kelly 1829 m Cree
Lake
IV
River
P A C I F I CMt Kelly
k
“Lanyon” ek
D Mountain
Cre
River
RANGE
go
ng 1829 m
Bo T
Royalla E A
Capital
Tharwa
River
Na
as G R Mt Kosciuszko
2228 m OCEAN
Cr
Te r r i t o r y
EA
CL
Source GT.38
Source: Oxford University Press
REMEMBER:
• Large-scale maps show a large
amount of detail, but a small area.
• Small-scale maps show a small
amount of detail, but a large area.
southern hemisphere.
Lines of latitude are measured in degrees REMEMBER:
north and south of the Equator. • Latitude – think ‘lat is flat’.
• Longitude – think ‘long is down the page’.
Lines of longitude are measured east and west
• Which one first? Use them in alphabetical order: ‘latitude’
of the Greenwich meridian (also known as the
before ‘longitude’.
Prime Meridian), which is located at 0 degrees
longitude.
North Pole
North Pole
75°N
60°N
45°N
30°N • Greenwich
15°N
Equator
75°W
60°W
75°E
0°
45°W
60°E
30°W
45°E
15°W
30°E
15°E
0°
15°S
30°S
45°S
60°S
75°S
Source GT.41 Lines (or parallels) of latitude Source GT.42 Lines (or meridians) of longitude
REVIEW GT.3.1
Remember and understand b If you were flying from Marrawah to Port Arthur, in
1 What is a map? which direction would you be travelling?
2 What does BOLTSS stand for? Investigate and create
Apply and analyse 4 On a piece of graph paper, draw a simple map of
your bedroom. Include all the furniture (for example,
3 Look carefully at Source GT.36 and answer the
your bed and desk) in the correct location and to the
following questions:
correct scale. Make sure your map has BOLTSS.
a What is the scale of the map? Give your answer in
the form of a ratio.
Source GT.43 A table showing the estimated populations of Australian states and territories in 2015
Source: ABS
Simple graphs
Graphs are one of the most effective visual representations when it comes to showing
numerical (or quantitative) data. Some kinds of graphs are simple, while others are more
complex. You will be learning how to create a number of different types of graphs and
interpreting the information that they provide. Some of these graphs are described next.
18 000
time. The horizontal axis (x) will usually
show units of time and the vertical axis 14 000
6000
2000
0
Before
1918
1828
1848
1898
1928
2008
1838
1938
2018
1858
1978
1998
1888
1958
1868
1968
1908
1948
1878
1988
COUNTRY OF ORIGIN
stacked one on top of the other. Thailand
They are most often used to India
compare quantities.
Italy
France
South Korea
Taiwan
0 10 20 30 40 50 60 70 80
AVERAGE NUMBER OF NIGHTS
Source GT.45 A bar graph showing average number of nights spent in Australia by
tourists from different countries, 2013
35
AUSTRALIA: STATE AND TERRITORY POPULATIONS 30
Australian Capital 25
Territory
20
1.64%
Tasmania Northern Territory 15
2.17% 1.02%
10
South Australia New South Wales 5
7.13% 32.04% 0
Western
m
a
a
s
d
am
nd
a
re
do
ric
a
ne
an
si
in
di
Australia
Ko
la
ay
ng
Af
tn
al
Ch
In
pp
Ire
al
Ze
e
Ki
h
h
ili
Vi
10.89%
M
ut
ut
Ph
d
ew
So
So
ite
N
Un
COUNTRY
10 100
0 0
J F M A M J J A S O N D
MONTHS
North America
4000 Europe
Asia
2000
Africa
0
1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050
YEAR
Source GT.49 A compound column graph showing the increase in world population
by region, 1950–2050 (estimated)
REVIEW GT.3.2
80+
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39
30–34
25–29
20–24
15–19
10–14
5–9
0–4
10 9 8 7 6 5 4 3 2 1 0 0 1 2 3 4 5 6 7 8 9 10
Global positioning system (GPS) • Scientists use GPS to study the movements and
feeding habits of great white sharks.
GPS is a space-based navigation system that can show
• Surveyors use GPS to measure the shift of buildings
your exact position on Earth anytime, in any weather, no
after earthquakes.
matter where you are! In fact, GPS can simultaneously
• GPS helps settle property disputes between
answer five questions:
landowners.
• Where am I?
• Marine archaeologists use GPS to guide research
• Where am I going?
vessels hunting for shipwrecks.
• Where are you?
• GPS data has revealed that Mount Everest is getting
• What’s the best way to get there?
taller!
• When will I get there?
GPS consists of a network of 24 satellites orbiting
Originally designed by the United States military, GPS
Earth along six different paths at an altitude of
has been widely available since 1996 and is used by many
20 370 kilometres. The satellites are always moving,
people in all types of situations. For example:
Satellite imagery
Satellite imagery (remote sensing) consists of images
taken by satellites in orbit above the Earth. Although
satellite images look like photographs taken from very
high altitude, they are not taken by cameras. Sensors
on board satellites record infrared signals reflected from
the Earth’s surface. Different surfaces reflect different
signals. Computer processes then convert these signals
back into ‘lifelike’ images or even false-colour images
to more easily highlight key features.
Source GT.53 A satellite image of the Sydney Basin
Source GT.53 is a satellite image of the Sydney Basin.
In this image, the pink colour represents the built-up many ways. It is widely used to predict weather, trends
areas of buildings and roads, the green shows vegetation, in climate and the progress of natural hazards. Satellite
and the darkest blue the deepest water bodies and ocean. imagery is used in many fields, including cartography
Satellite imagery enables the study of large areas, (making maps), geology (the study of Earth’s structure),
is cost-effective and the data can be manipulated in engineering, oceanography and agriculture.
REVIEW GT.3.3
Source GT.54 Two powerful ways to represent content are pictorial notes and pictographs.
REVIEW GT.3.4
Mathematics Building
to investigate. Plan your fieldwork so that you can collect
the evidence and data that you will need. For example,
Toilets
Canteen
take photos, draw sketches, conduct tests, and construct
Abbott Street
questionnaires and surveys. You will then need to use
this data to create graphs and maps for analysis. You may Creative Arts Shade
also need to consider members of the public, including
Indigenous people and their beliefs and feelings about
places in the landscape. If your class is planning a field trip Visitor carpark
Cricket
to a natural environment, such as a forest or beach, you Abbott
nets
Gymnasium
Street
will need to ensure you do not damage the environment by Gate
information
Interpret and analyse the data you have collected and look
for patterns or clues that will help you to answer your key Location of litter
Rubbish bin
inquiry question and come to a conclusion. There are a
number of different tools and methods you can use to do Source GT.58 A sketch map of the schoolyard showing the
this, including PQE and SHEEPT. locations of the bins and litter at Gumtree College
REVIEW GT.3.5
GIS geographic information electronic mapping the name for any electronic
system (GIS) and other complex system that captures,
spatial analysis processes, stores, manipulates
and analyses spatial
information and geographical
data
REVIEW GT.3.6
21/06/2016 1:55 pm
THE EARTH’S CHANGING
LANDSCAPES AND LANDFORMS 1
CHAPTER
VALUING, MANAGING
AND PROTECTING LANDSCAPES
AND LANDFORMS 2
CHAPTER
LANDSCAPE HAZARDS 3
CHAPTER
Dubai: A city built on sand. Dubai is located on the Persian Gulf coast of
the United Arab Emirates. The city – a human landscape has been built
within the Arabian Desert and is home to the world’s tallest tower. The
Emirate has no natural rivers or oases. The Dubai Creek is a natural inlet
that has been dredged to allow the passage of large vessels. Beyond the
desert is the Western Hajar chain of mountains.
s.
and landform
nt landscapes
s many differe
age of Las Vegas show
is satellite im
Source 1.1 Th
TTHE
HE EARTH’S CHANGING
LANDSCAPES AND LANDFORMS
The Earth’s surface is made up of a number of elements that together create distinctive shapes
and formations known as landforms. A landform can be created in just a few years or over
hundreds of millions of years. To study and understand landforms, geographers organise them
into groups based on their geomorphic process of formation as well as descriptive features such
as climate, topography and latitude, that are characteristic of an area. These distinctive groups
are referred to as landscapes and are broadly divided into two categories – natural and human.
There are many different types of natural landscapes on Earth including mountain landscapes,
desert landscapes, coastal landscapes and riverine landscapes. Natural landscapes are made
up of a variety of landforms such as valleys, cliffs and canyons. Landscapes created by people
are called human landscapes. An example of a human landscape is a city.
CHECKPOINT 1.1
CHECKPOINT 1.2
GEOGRAPHER’S TOOLKIT
Geographical concepts Geographical inquiry skills Geographical tools
∙ Change: changes to ∙ Acquiring geographical ∙ Maps: topographic
resources, landscapes information maps, sketch maps
and places over time ∙ Processing geographical ∙ Graphs and statistics:
through natural and human information data tables
geographical processes
∙ Communicating ∙ Spatial technologies:
and events
geographical information satellite images, virtual
∙ Space: spatial maps
distribution of landscapes
∙ Visual representations:
∙ Environment: processes photographs, aerial
that form and transform photographs, illustrations,
landscapes and landforms annotated diagrams
across the world
Arctic Circle
Tropic of Cancer
Equator
Tropic of Capricorn
0 1500 3000 km
Antarctic Circle
2 Coastal landscapes
The coast is where a land mass meets the sea. Coastal landscapes
are shaped by the natural forces of the wind and waves. These
geographical forces erode (wear away) or construct (build up) the
natural environment, constantly changing its shape. Features of Source 1.3 The
coastal landscapes include beaches, dunes, bays, cliffs, platforms, Himalayas in Asia
are an example of a
spits and lagoons. mountain landscape.
Arctic Circle
c of Cancer
3 Riverine landscapes
A riverine is a landscape formed by the natural movement of a water system such as a river. A
riverine landscape includes the ecosystems (all living things including plants and animals)
Equator in and around the area of a river. A riverine may also be defined as a network of rivers and
the surrounding land. Riverine landscapes are excellent for agricultural uses such as farming
because the land is rich and fertile. They are a valuable resource for growing food.
of Capricorn
arctic Circle
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5 Karst landscapes
Source 1.6 The Sahara
desert in North Africa is A karst landscape is formed when easily dissolvable bedrock (the rock below the surface of
an example of a desert
landscape. the land, such as limestone) is worn away by slightly acidic water from an underground
source or a source on the Earth’s surface. These flows of water form unique features such
as caves, stalactites, springs and sinkholes. Karst landscapes are extremely unstable areas
of land. Sinkholes are formed when rock beneath the Earth’s surface has eroded away and
sections of land on the surface collapse. Sinkholes can range in size from a few metres
STRANGE BUT TRUE to over 1 kilometre deep and have been known to occasionally collapse, swallowing up
everything on the surface including cars and buildings.
Australia has some of
the oldest geological
features in the world,
with the oldest
known rocks dating
from more than
3000 million years
ago, and rare zircon
crystals dating back
4400 million years
located in much
younger rocks. The
zircons evolved very
soon after the planet
was formed. These
ancient features
compare with the
oldest known rock
on Earth in north-
western Canada. Source 1.7 The Jenolan Caves in New South Wales are an example of a karst landscape.
Scientists say that
rock was formed
4031 million years
ago.
6 Human landscapes
Unlike the types of naturally occurring landscapes described above, human landscapes are
created by humans. These landscapes provide evidence of human settlement and occupation
of an environment. Features of human landscapes include elements of infrastructure
such as buildings, roads, transport, energy, sewerage and telecommunication systems. The
construction of human landscapes often results in the damage or destruction of natural
landscapes, but commonly incorporates some natural geographical features in its design, for
example harbours, rivers and mountains.
REVIEW 1.1.1
Mountain High elevation, steep slopes, snow- Tectonic plates forcing land to
landscapes, e.g. the capped jagged peaks, no visible fold upwards
Himalayas, Asia vegetation on peaks
5 You will need a blank outline map of Australia, which can be downloaded from your
obook, and an atlas to complete
this question.
a Annotate the map of Australia to show an example of each type of landscape.
b Compare the physical map of Australia to a physical map of China. Identify one
difference and one similarity.
6 Write a description of the location of desert landscapes. Give possible reasons to
explain why they are there.
Investigate and create
7 Investigate one landscape that interests you. It may be a well-known landscape or
one in your local area. In your investigation, include its location, what makes the
landscape unique and provide information of how it is used. Why is this landscape
different from the areas around it? Present your information creatively.
THE
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drainage basin
gorge
river headland
waterfall
lake
oxbow lake
bay
delta
estuary
wadi
oasis
inselberg
mesa
beach
butte
hamada
desert dune
island
d cliff
stack
REVIEW 1.1.2
THE
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converging plates
continental crust oceanic crust (oceanic and continental) earthquakes common
sliding plates
(transform boundary)
converging plates
(two continental plates) hot spot diverging plates mantle subduction zone
Source 1.12 The collision of tectonic plates (left) caused the formation of the Himalayas (right) between
50 and 70 million years ago when India collided with Asia.
HIMALAYAS
plate boundary
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01_INS_G4_04966_TXT_SI.indd 58
Arctic Circle Iceland
Iceland
Great
Britain EUROPE
Eurasian Plate Anchorage NORTH
Ireland Avezzano 1964
1915 Quetta ASIA AMERICA
Erzincan Turkey/USSR 1935 8.4
7.5 1988
1939 North Iran 7.5 Mt St Helens
7.0
Licensed
8.7 Mt Stromboli 70 000 650 000 ril Tohoku 1906 1989
Muzaffarabad 5000 Ku 8.3 7.1
70 000 1991 2011 North AT L A N T I C
2005 9.0 452 62
7.6 American
18 000
Mt Etna Messina 80 000 Plate
Iranian Haiti
O C E A N
Japa
1669 1908 Santorini Tokyo Los Angeles 2010
7.5 1950 Plate 1923 1994 7.0
20 000
n Tre
100 000 8.3 6.6 150 000+
140 000
nch
AUSTRALIAN
Hawaiian Islands 57 El Chichon Soufriere Hills
Arabian Philippine Mexico City 1982 1996–97
Tropic of Cancer India 1985
Mt Pinatubo 1000
Plate 2001 Plate 7.9
Bam 1991
7.7 10 000 Caribbean
2003 20 000 700 Mt Paricutin
Philre
to Zeba Nazari,
ch
6.6 Plate
T nc
1943
ippinh
AFRICA 26 000 Mt Taal P A C I F I C Mt Pelee
e
Cocos
Ma
Trenriana
1911 2800 1902
Sumatra 1335 Plate 29 998
2004 O C E A N
Equator 9.0
CURRICULUM
African Plate 283 000 Mt Tavurvur, Vulcan
Samoa Nevado del Ruiz
Mt Krakatoa 1994
2009 Pacific Plate 1985
AT L A N T I C 1883 2 Solomon Islands
8.1 22 000
SOUTH
36 500 Java 192 AMERICA
2006 Mt Lamington
6.3 Mt Tambora Chimbote
O C E A N 1951 Fiji 1970
I N D I A N 5000+ 1815
from Glenwood
3000 7.7
Tropic of Capricorn 56 000 New 67 000
Caledonia
Madagascar O C E A N Tonga Nazca Plate
AUSTRALIA South
FOR NSWHigh
Indo-Australian Raoul Island American
STAGE
Plate 2006 Concepcion Plate
ade
ch
4
Newcastle 1 1960 2010
Tren c
9.5 8.8
Kerm
1989
5.6 Mt Ruapehu Napier 5000 497
13 1996 1931
School
New 7.9
Tasmania Zealand 256
Christchurch
2011
6.3 Antarctic
185
Antarctic Plate Plate
Scotia Plate
until 2022-12-31.
Diverging boundary
Kobe Earthquake location, year, Height of the land and
Converging boundary
Mt Etna Volcano name, eruption
1995 magnitude, deaths depth of the sea (metres) Land below
1669 year, deaths sea level
7.2
Uncertain boundary 20 000 5000 4000 1000 200 0 –200 –4000
Direction of plate movement 0 1000 2000 3000 km
Earthquake zone
5000 2000 500 100 0 –2000 –6000
Cocos Plate name
Plate
Source 1.13 The plate boundaries are shown to be either converging (pushing into each other) or diverging (pulling apart).
This activity on the boundaries has a number of effects on the Earth’s surface.
Source: Oxford University Press
21/06/2016 1:56 pm
Source 1.14 In South America, four plates are colliding with each Source 1.15 In Africa, three plates are moving apart (diverging),
other (converging), creating the Andes. creating the Great Rift Valley.
REVIEW 1.1.3
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Types of mountains
Mountains are classified according to how
Source 1.17 These
mountains on the edge they were formed. There are three main
of the Zanskar Valley types of mountains:
in Ladakh, India, are
clearly distinguishable • fold mountains
as fold mountains.
• block mountains
• volcanic mountains.
Fold mountains
Fold mountains are created by upward
pressure where two tectonic plates
collide. As the plates converge, layers of
rock buckle and are pushed upwards,
creating fold mountains. Most of the
world’s highest mountain ranges are fold
mountains.
The world’s largest fold mountains are
the Himalayas, which separate southern
Asia from central Asia. They have been
Source 1.18 Creation of a fold
mountain formed by the collision between the Indo-
Australian plate and the Eurasian plate
over the last 55 million years. Currents
within the mantle are moving the Indo-
Source 1.19 Block Australian plate northwards, and its front
mountains in the Arctic edge is bulldozing into the Eurasian plate,
region of Norway
folding the edges of both plates upwards.
Block mountains
Block mountains are created when cracks
in the Earth’s crust, known as faults,
force blocks of land upwards. Rocks that
are cooler because they are close to the
surface tend to crack and break apart
when compressed from the sides. Rather
than folding, they are often lifted up in
giant blocks along fault lines to create
block mountains. Geologists refer to this
mountain-building process as faulting.
Source 1.20 Creation of a
block mountain
vent
lava layer steep side
Source 1.23 A cutaway diagram of a shield volcano Source 1.24 A cutaway diagram of a volcanic cone
REVIEW 1.1.4
Remember and understand 5 Explain why some volcanoes are steep-sided cones
1 Describe the process of folding. and some are not.
2 How does a volcanic eruption change the shape of 6 Why is every volcano in the world a different shape?
the land? Investigate and create
Apply and analyse 7 Use a search engine to identify a mountain and
3 What are the similarities between folding and research it to create a fact file to share. Provide the
faulting? What are the important differences? following details: name, location, age, elevation,
mountain range, how it was formed and an
4 Sketch and label a diagram of the block mountains in
interesting fact. Also include a photograph or a
Norway (Source 1.19) to show how they are formed.
drawing of the mountain.
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Weathering This is the breakdown or decay, Weathered landforms can include unique rock
but not the removal, of rocks and features such as fins, alcoves, arches (pictured)
minerals at or near the surface. and hoodoos.
Erosion The land surface is worn down Erosional landforms can include river valleys
by running water, ice, wave created by running water, cirques and U-shaped
action or wind. The debris is then valleys created by glaciers (pictured), mesas
transported either by the running and buttes created by wind, and stacks and bays
water, ice, waves or wind. created by wave action.
Deposition This occurs once the weathered Depositional landforms can include deltas
and eroded material has been formed by running water; terminal moraine left
transported by running water, ice, by glacial retreat; sand dunes created by wind;
waves or wind, and is said to be and beaches, spits and tombolos created by
‘laid down’. wave action.
headland
wave-cut platform
stack cliff
Landforms formed by deposition arch
cave
Landforms formed by erosion
REVIEW 1.1.5
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LANDFORMS
Coastal landforms are created in two main
ways. This is because when waves hit the 2
shoreline their effects can be varied. They
can help to create landforms that allow
plants and animals to live and thrive, or
they can destroy landforms, killing plants
1
and animals or driving them away.
The types of waves that erode and destroy
sections of coast are known as destructive
waves. Destructive waves are tall and
frequent, which means they crash into
the shoreline, digging out large chunks of
land and eroding the beach. Their swash is
weaker than their backwash, causing soil
and nutrients to be drawn back into the sea
rather than deposited on land.
Destructive waves begin in a large,
stormy ocean. The waves travel thousands 1 Cliff 2 Cave
of kilometres, building up energy that is
unleashed onto the rocks and sands of the Cliffs along coasts As waves approach
coast. These waves carve the coastline into are formed by the the coast they tend to
amazing shapes in much the same way that action of waves on bend around headlands
a sculptor carves shapes from a piece of rock. The power of and islands and attack
marble. This process of wearing the waves erodes them from the side
away is known as erosion, softer rock, leaving in a process known
and the landforms the more durable as refraction. When
created this way are rock behind. waves encounter a
known as erosional weak spot in the cliff
landforms. (such as a section of
soft limestone) they
A stretch of
wear away the rock.
coastline close to the
They create a small
town of Port Campbell
opening, which is soon
in southern Victoria
enlarged into a cave.
(Source 1.28) provides a
The waves can now
good example of erosional
enter the cave and
landforms. This part of
erode the sides and top.
Australia’s coast is constantly
being battered by waves from
the Southern Ocean. As a
result, the limestone cliffs
in the area are being slowly
chipped away, creating an ever-
changing coast.
3
6 7
REVIEW 1.1.6
Remember and understand Investigate and create 5 This coastline is moving inland at
1 Describe what a destructive wave 4 Predict what changes might the rate of about 2 centimetres
is in your own words. occur in the next few thousand a year. The Great Ocean Road,
years in the landscape shown in which you can see in the
2 Why do some rocks erode more
Source 1.28. On a sketch or copy background, is about 200 metres
quickly than others?
of the photograph, sketch and from the coast at present.
Apply and analyse label the following features of a a Estimate the date at which it
3 Study Source 1.28. future landscape: will fall into the sea.
a How many caves, arches and ∙ a collapsed stack b What other features of the
stacks can you identify? human environment in this
∙ a new arch
b Describe the waves in this region will also change by
∙ a new stack
landscape. What evidence is then?
∙ the shape of the new coastline
there that they are destructive
∙ a new gorge.
waves?
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Source 1.30 Constructive waves carry sand onto the shore Source 1.31 Sand is trapped by plants and collects in dunes. Over
where it collects and forms a beach. Wind picks up dry sand time larger plants grow over the dunes, holding them together
and blows it inland. and making them stable.
As the tide goes out, the sand dries out and the wind can then pick up individual grains
and blow them inland. As the grains move, they may be trapped by an obstruction, such
as plants, or they may collect in areas sheltered from the wind. As the sand piles higher it
forms sand dunes (see Source 1.31). Plants grow on these dunes and hold them together,
which allows even larger plants to take root and grow. But if the plants are removed, entire
dunes can gradually move further inland, covering roads, car parks, paddocks and plants.
These are called blowout dunes (see Source 1.32).
along the coast and a stretch of calm water headland: change original
in shape of land coastline
behind the spit, known as a lagoon, is backwash (deposition first
occurs here)
formed. These are often home to communities swash
of plants and wading birds, such as herons longshore
drift
and egrets.
prevailing
A tombolo is formed when waves wind
short-term
direction
curve around an island close to shore and change in
wind
deposit a bar of sand or other sediment on Spit forms when direction
material is deposited.
the lee side of the island (the side closest
to the mainland). Eventually, enough Over time, the spit grows longer
material builds up on the leeward side that a and may develop a 'hook' shape
permanent connection, or tombolo, is made if the wind direction changes.
between the island and the mainland (see
Source 1.26). Source 1.33 How spits form
REVIEW 1.1.7
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REVIEW 1.1.8
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RICH TASK
The mountains of Antarctica Acquiring geographical information
Antarctica is the world’s highest continent. 1 Use Source 1.36, Source 1.37, Skill
Its average height above sea level is drill: using a map legend and other
2500 metres whereas Australia’s is about information from Section 1.1 to complete
340 metres. Antarctica’s great height is an investigation into the landscapes and
largely due to the two enormous ice sheets the geomorphic processes that create
that cover virtually the whole continent. Up distinctive landforms in Antarctica.
to 4 kilometres thick, these ice sheets hold a Use the map of Antarctica (Source
90 per cent of the world’s ice and 70 per cent 1.37) to describe the distribution of
of its fresh water. Antarctica is also home to mountains on that continent.
vast mountain ranges. Most of its mountains b How do you think the Transantarctic
lie hidden beneath the ice, but some are tall Mountains were formed? Give reasons
enough to poke through the ice. One range, for your answer.
the Transantarctic Mountains, is more than
c Mount Erebus, located on the edge of
3000 kilometres long and tall enough to hold
the Ross Ice Shelf, is an active volcano.
back the world’s largest ice sheet.
Do you think it is located over a hot spot?
Give some reasons for your answer.
Source 1.36
The Transantarctic
Mountains in
Antarctica
In order to show the features on maps to represent large areas (such as lakes and Rich Task, you
will be learning and
clearly, various symbols and colours are and ice sheets).
applying the following
used. To help us unlock the information on
the map these symbols are explained in a
Apply the skill geographical concepts,
inquiry skills and tools:
legend (or key). There are three main types 1 Study Source 1.37.
a What symbol has been used for » Concepts: Space,
of map symbols:
Change
• point symbols – show features in one mountain peaks on this map?
» Inquiry skill:
particular place (such as a railway b Give an example of an area symbol
Acquiring
station or a scientific base) used on this map. geographical
• line symbols – show features that c How many scientific bases are on information
connect places on the map (such as this map? » Tools: Maps, Visual
roads and rivers) d What do you notice about the location representations
• area symbols – use colours or patterns of the ice shelves on this map? For more information
about these concepts,
skills and tools, refer
ANTARCTICA to ‘The geographer’s
toolkit’.
Mt Minto 4163 m
Mt Erebus 3795 m
Mt McClintock 3492 m
CHECKPOINT
Mt Markham 4282 m
Mt Kirkpatrick 4528 m
Mt Seeling 3022 m
Mt Bentley 4247 m
Mt Menzies 3355 m
LEGEND
Ice sheet
Mountains
Ice shelf
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Source 1.38 The Grand Canyon in Arizona, United Source 1.39 In 2015, a new island formed in the
States, is thought to have taken more than South Pacific, 45 kilometres north-west of Tonga’s
17 million years to form as we see it today. capital, Nuku’alofa, four months after the eruption
of an underwater volcano.
Removing topsoil
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BEFORE
rain clouds
natural
vegetation
AFTER
rain clouds
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natural vegetation
grazing
wind
AFTER
dust storm
Salinity
Salinity refers to a high level of salt in the soil, which kills plants. Salt in the underground
water is forced to rise when we remove trees with deep root systems that keep the water
table low in the ground. This is known as dryland salinity. When extra water from irrigation
enters the ground it also forces the water table to rise. This is known as irrigated salinity.
BEFORE AFTER
Trees absorb no trees –
groundwater. infiltration
increased
agricultural
agricultural land lost
land
salt pans
erosion
ce
ht to surfa
ed in so
il salt broug
salt dispers
THE
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Rice terraces
Throughout much of Asia, flat land has been carved out of steep mountains by creating steps
on the hillsides known as terraces. These terraces have a dramatic impact on the natural
landscape (see Source 1.47).
Terraces are built in three stages:
• Stage 1 – The farmer selects a good site with a reliable source of water, such as a
stream or spring. A wall of large stones is then laid down across the slope of the hill.
• Stage 2 – Using the stream to carry material down the slope, the farmer fills the area
behind the wall with gravel and then topsoil. The stone wall is built up as more gravel
and soil are added.
• Stage 3 – Once the terrace is large enough, it is flooded with water so that rice can
be grown. The flow of water down the terraced slope is controlled by removing and
replacing stones from the wall.
Some terraces, including those shown in Source 1.47, are thousands of years old and
farmers often spend many hours a day maintaining them. The crop most often grown in
these terraces is rice, which is the staple food of half the world’s population.
Month J F M A M J J A S O N D
Average low –3 –3 –2 0 5 8 10 11 7 4 –1 –3
temperature (°C)
Rainfall (mm) 164 100 84 125 127 72 42 52 153 232 225 167
REVIEW 1.2.3
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Area of map
No rth e r n Aurukun
Australia
Te r rito r y Alyangula 0 1500 3000 km
Numbulwar Groote
Gulf of
Katherine Eylandt
Carpentaria Pormpuraaw
CORAL SEA
Sir Edward
LEGEND
Pellew Group Kowanyama
Ghost nets Bing Bong Cooktown
High density
Low density
Source 1.51 Weather conditions
North-west monsoon Wellesley Q ueens l a nd
Islands Cairns
South-east winds Mareeba
Source: Oxford University Ocean current Waters
Newcastle Karumba
0 100
Press
200 km Innisfail
Burketown
REVIEW 1.2.4
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RICH TASK
Land degradation and food production 6 Does it make a difference which direction
Land degradation is a major global issue. Its the land has been ploughed?
importance is critical because of its impact 7 Which area could be stocked with the
on both world food security and the quality most cattle?
of living environments. High population 8 How can overstocking an area cause
density is not necessarily the cause of land erosion?
degradation; it is how 9 How could crop rotation reduce soil
people treat the land erosion?
that will determine the
Communicating geographical information
extent of the degradation.
People can be the main 10 You have been employed as a consultant
force in reversing a to provide advice to the farm owner.
decrease in land quality. Propose an action plan of 10 points in
The challenge is for order of importance.
them to be healthy, 11 Crop rotation is a practice designed to
skilled and motivated minimise pests and diseases, reduce
to care for the land, chemical use, aid in building and
because dependence on maintaining healthy soil, and manage
subsistence agriculture, nutrient requirements – all of which aim to
extreme poverty maximise production quantity and quality.
Source 1.53 Soil degradation caused and illiteracy can be a Conduct research on crop rotation for
by poor farming practices has turned significant causes of land a backyard vegetable garden. As you
this once productive farm in Kenya into
unusable land. degradation. investigate, choose a variety of plants
to demonstrate the principles of crop
Processing geographical information
rotation (maximise yield, access
1 What benefit would there be in leaving available nutrients, avoid disease).
the trees along the ridge? b Based on your findings, design a
2 Why does the likelihood of erosion garden and make an annotated
increase when the land is ploughed? sketch of it.
3 What are the arguments for and against c Perennial plants do not need to be
clearing the steeply sloping land? rotated. Why is this so?
4 Explain how terracing of the slopes can d What else can you do to improve the
reduce soil erosion. soil of your vegetable patch?
5 How can water erode sloping land?
In this Checkpoint
Thematic maps are used to represent a Apply the skill and Rich Task, you
particular theme or topic; for example, the will be learning and
Study Source 1.54.
distribution of instances of desertification, applying the following
1 What colour represents very low geographical concepts,
deforestation or land degradation.
vulnerability to desertification? inquiry skills and tools:
Step 1 Look carefully at the legend. 2 What colour represents very high » Concepts:
Thematic maps use colours or vulnerability to desertification? Environment,
symbols to represent different
3 What colour appears to dominate Interconnection,
aspects of the topic on the map. Scale, Sustainability
throughout Africa?
For example in Source 1.54, areas » Inquiry skills:
4 Which areas appear to have the lowest
of colour are used to show the Processing
vulnerability?
different levels of vulnerability to geographical
5 Select one area that has low or very low
desertification. information,
vulnerability. Why do you think that is? Communicating
Step 2 Train your eyes to move from
6 Select one area that has high or very geographical
the legend to the map while you
high vulnerability. Why do you think information
interpret the information. For
that is? » Tools: Visual
example, look at the solid blocks of
7 Rank the continents in order of their representations,
colour in Source 1.54 and work out
vulnerability to desertification. The Maps
what they tell you.
continent with the highest vulnerability For more information
Step 3 Move to a different piece of about these concepts,
will be number one.
information (in the case of Source skills and tools, refer
8 What region has the highest
1.54, a different block of colour) to ‘The geographer’s
concentration of areas that are not
and work out what that represents. toolkit’.
vulnerable?
Step 4 Look for concentrations of the
9 Imagine if these non-vulnerable areas
same symbol or colour in areas to
were as common in the rest of the
see if patterns exist.
world. What would need to change?
What areas would you target first?
CHECKPOINT
WORLD: DESERTIFICATION
A RCT IC OCEA N
EUROPE
ASIA NORTH AT L A NT IC
AMERICA OCEA N
PA CIF IC OCEA N
AFRICA
LEGEND
Vulnerability to
desertification
IND IAN Very high SOUTH
ATLANTIC AMERICA
OCEAN O C E AN High
Moderate
AUSTRALIA
Low
Existing dry lands
Not vulnerable
0 2500 5000 km
Source 1.54
Source: Oxford University Press
THE
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CHECKPOINT 2.1
CHECKPOINT 2.2
GEOGRAPHER’S TOOLKIT
Geographical concepts Geographical inquiry skills Geographical tools
∙ Place: the special ∙ Acquiring geographical ∙ Maps: thematic maps, dot
significance place has to information maps, flow maps
some people ∙ Processing geographical ∙ Graphs and statistics:
∙ Space: how location information line graphs, data tables
influences the ways people ∙ Communicating ∙ Visual representations:
organise places geographical information photographs, oblique
∙ Environment: the aerial photographs,
aesthetic, cultural, ground photographs,
spiritual and economic graphic posters
value of environments to
people
∙ Sustainability: the need to
manage environments for a
long-term future
∙ Interconnection:
how people affect the
environment
∙ Scale: management of
geographical challenges
across a range of scales
from local to global
Cultural value
Cultural value is linked to the importance of landscapes and landforms as expressed by
people through creative means such as poetry, literature, art and films. How people value
something is also linked through their cultural background. Australia’s landscapes and
landforms have shaped Australian culture and identity. Many Australian films are set in
northern Australia and feature the vast, unforgiving landscapes of the outback, as well as the
tropical landscape of the Far North. These unique landscapes often have a transformative
effect on characters.
Indigenous Australians express the importance of the land to them through Dreamtime
stories, song and dance, and their art. Nearly all Aboriginal art relates to the landscape, and
Source 2.3 These maps the landscape and the landforms of importance to Indigenous communities.
Australian film posters
reflect the colours of
the Australian outback.
They are examples of
how the Australian
landscape has cultural
value.
Competing values
The same landscape can be valued by different people for different reasons. To a
mining corporation, the economic value of a landscape might be most important. To an
Indigenous Australian community, however, the spiritual value may be most important.
Then again, an artist might appreciate the aesthetic value of a landform. All these values are
important to consider when deciding on how a landscape is best put to use. Source 2.5 Landscapes
with high mineral and
In 2016, Australia had 19 World Heritage sites. These are places or areas that UNESCO, metal deposits are an
the United Nations Educational, Scientific and Cultural Organization, has agreed are worthy example of economic
value.
of special protection because they represent the best examples of the world's cultural and
natural heritage.
REVIEW 2.1.1
Remember and understand b Justify your reason(s) for each landscape’s value.
1 Describe the concept of ‘value’ as it applies to c Share your ideas with a classmate.
landscapes and landforms. Investigate and create
2 What does it mean for a landscape to have aesthetic
5 The first stage of a geographical inquiry is to
value?
identify an issue or problem. There are six World
3 Explain the significance of a landscape that has Heritage sites in New South Wales.
cultural value.
a Use the Internet to find the names of these six
Apply and analyse sites.
4 Brainstorm the many different landscapes that you b Choose one site and then identify one issue or
value around your school and local community. problem that could be used as the starting point
a How do you value each landscape? for a geographical inquiry into competing values
at this site.
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REVIEW 2.1.2
Remember and understand 6 What did you learn about the Indigenous people of
1 Examine Source 2.6. Which of these mountains is these three regions by reading their legends?
Beerwah and which is Coonowrin? Give reasons for Investigate and create
your answer.
7 Conduct an image search of the Three Sisters in the
2 According to the creation story from New Zealand, Blue Mountains. Imagine that you lived in Australia
why did the mountains fight? thousands of years ago, before there were scientific
3 Why do you think many Indigenous people have explanations for this landscape. Write and illustrate
legends to explain landscapes? a legend that explains how this landscape was
Apply and analyse created.
8 The three legends refer to mountain landscapes. Go
4 Compare the three legends.
to the library or use the Internet to find a traditional
a What features do all three have in common?
Aboriginal or Torres Strait Islander story that is set
b What is unique about each legend?
in a coastal or riverine landscape. Be prepared to
5 As well as helping people to understand their retell this story to your class. Take notes and draw
natural environment, each of these legends sketches as your classmates retell their stories –
contains advice about how to live and behave. this will help you practise collecting and recording
What is this advice? information from secondary sources.
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The Bogong moth, a prized food source, can be found in great abundance in the Australian
Alps. In early summer, tribes would travel great distances into neighbouring tribal areas to
feast on the moth. Rich in fat content, they also provide an important food source for alpine
animals, such as the mountain pygmy possum, lizards, birds and fish. Each year millions of
these brown moths migrate up to 1000 kilometres to the mountain tops of
the Great Dividing Range. As the moths sleep in huge colonies during
summer they are easy to catch. Thrown into the ashes of a fire to burn
off their wings and legs, they were then roasted and eaten.
Important as food, the moths also served an important social
purpose. As hundreds of people met at each nesting site, links between
tribes and language groups were made and strengthened. Up to 1000 people
may have converged at some sites, representing some of the largest gatherings
REVIEW 2.1.3
Remember and understand a Describe what you see, smell and hear as you
1 Why was the Bogong moth an important resource arrive.
for Indigenous Australians? b What would you bring with you?
2 Why did people travel to Mount William? c Explain why your trip is an important annual
event for you and your tribe.
Apply and analyse
3 Examine Source 2.11.
Investigate and create
a Describe the migration patterns of the Bogong 5 Was the harvesting of the Bogong moth a
moth. Include compass directions, distances sustainable use of this resource?
and times of the year. 6 What questions could you ask to help you decide
b How did these migration patterns influence the if the quarrying of stone at Mount William was a
movement of some Indigenous people? sustainable use of this resource?
4 Imagine that you are an Indigenous Australian and
have travelled hundreds of kilometres to reach
the nesting site of the Bogong moths. When you
arrive, the harvest is well under way.
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Education 15
Business 7
Employment 2
Other 4
Source 2.15 Chinese visitor arrivals by purpose of
Source: Tourism Australia, China Market Portfolio (2014) trip, 2013
REVIEW 2.1.4
Remember and understand industry, such as hotel owners and tour operators, can
1 Identify what are in your opinion Australia’s five best better understand their clients. Source 2.15 lists six
tourist sites. groups of Chinese tourists, according to the purpose of
their visit.
2 In 2015, almost 2.3 million New Zealanders visited
Australia. Why do you think this is the case? a Which of these six groups do you believe are the
biggest spenders in Australia? Why?
Apply and analyse b Which do you believe are the lowest spenders? Give
3 Use Source 2.14 to describe the growth in the number some reasons for your answer.
of Chinese tourists to Australia from 1992 to 2012. c Tourism Australia is keen to attract more Chinese
4 Brainstorm possible reasons for this growth. visitors to Australia. On which of these six groups do
you think they should focus?
Evaluate and create
d Create a poster, brochure or web page that is
5 Tourist researchers classify international tourists
designed to attract this group to Australia.
into groups so that people who work in the tourism
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RICH TASK
The worldwide value of landscapes or territory they reside in. UNESCO’s World
The goal of the United Nations Educational, Heritage mission is to:
Scientific and Cultural Organization • Encourage countries to sign the World
(UNESCO) is to identify, protect and preserve Heritage Convention and to ensure the
sites of ‘outstanding value to humanity’. protection of their natural and cultural
These sites can be cultural or natural heritage;
heritage areas and are found worldwide. • Encourage countries to the Convention
UNESCO works under an international to nominate sites within their national
treaty called the Convention Concerning the territory for inclusion on the World
Protection of the World Cultural and Natural Heritage List;
Heritage (or the World Heritage Convention), • Encourage countries to establish
which was adopted in 1972. management plans and set up reporting
World Heritage sites belong to all peoples systems on the state of conservation of
of the world, regardless of which country their World Heritage sites;
• Help countries safeguard World Heritage
properties by providing technical
assistance and professional training;
• Provide emergency assistance for World
Heritage sites in immediate danger;
• Support countries’ public awareness-
building activities for World Heritage
conservation;
• Encourage participation of the local
population in the preservation of their
cultural and natural heritage;
• Encourage international cooperation in
the conservation of our world's cultural
and natural heritage.
(Source: UNESCO World Heritage Centre)
ARCTIC OCEAN
Arctic Circle
CHECKPOINT
E U RO P E
NORTH
A SIA A MERIC A
AT L A N T I C
OCEAN
P A C I F I C Tropic of Cancer
OCEAN
AF RIC A
Equator
SOUTH
INDIAN LEGEND A MERIC A
AT L A N T I C OCEAN Tropic of Capricorn
Natural site
OCEAN AUSTRALIA
Cultural site
Mixed site
Source 2.19
Source: Oxford University Press
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Preservation
Preservation is a management strategy that aims to keep an environment in its existing
form. It prevents all human activities in the area and a places a complete ban on using its
resources. The preservation management plan may be indefinite or may change once the
landscape has recovered. Landscapes may be preserved because they are of noted cultural,
aesthetic, spiritual or economic value. An example of a preserved landscape is some areas of
the Great Barrier Reef that are accessible for research only.
Conservation
Source 2.21 The Conservation is a management strategy that involves the careful control of resources and
Victorian National Park planned activities in an area to minimise environmental impacts. Human activities in the
Association organises
opposition to stop the area are allowed, but limited. An example of a conservation landscape is Uluru–Kata Tjuta
high-country grazing. National Park.
Utilisation
Utilisation is a management strategy that allows productive human activity in an area, such
as farming. This approach can cause damage to landscapes. For example, people have argued
for many years over the use of mountain landscapes in Australia’s alpine region for grazing
cattle in summer. Cattle graziers claim that it causes little or no environmental damage and
Source 2.22 Cattle may actually reduce the risk of serious bushfires. There are many opponents of high-country
grazing in the high grazing, claiming that scientific studies have shown that cattle cause great environmental
country
damage to the region.
Ecotourism
Ecotourism promotes the enjoyment of landscapes by tourists in a responsible, sustainable
way. Ecotourism operators understand that they need to respect the environment that
provides them with their source of income. They take much pride in their workplace,
and want to educate visitors about its wonderful and often unique features. Ecotourism
Source 2.24
operations must be certified (see Source 2.24) and there are different levels of certification. An ecotourism
In some ways, ecotourism embodies the traditional stewardship approach. certification logo
REVIEW 2.2.1
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Source 2.26 Two training walls and a breakwater have helped to trap sand at the mouth of Glenelg Harbour
in Adelaide.
training wall
sea wall
groyne
A
Source 2.27 Lakes
Entrance on Victoria’s
east coast
REVIEW 2.2.2
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REVIEW 2.2.3
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RICH TASK
Case study: The impacts of gas exploration follow strict guidelines about changes to
on a coastal landscape the environment. Indigenous communities
in this region include the Gureng Gureng
Step 1: Understand the situation
People of Gladstone mainland and the
In many coastal areas, human activities Bayali People of Curtis Island.
impact on the environment. An example of
Despite government approval and
this is the development of three liquefied
constant monitoring, some people remain
natural gas (LNG) plants on Curtis Island concerned that the new LNG facilities
off the coast of Queensland near the town will endanger the natural environment,
of Gladstone. The plants allow natural gas including the reef. In particular, they are
to be liquefied, stored and loaded onto ships worried about the following:
for transportation. LNG is methane (natural • To allow large LNG ships to reach the
Source 2.35 A
typical LNG ship gas) that has been cooled into liquid form to gas plant, 8 million cubic metres of sand
is 300 metres long, make it easier to transport and store. The and mud needed to be dredged from the
45 metres wide and
needs a channel
gas is extracted from onshore coal seams channel. This environment is home to
at least 12 metres before being piped to the island. Ships then marine life, such as turtles and dugongs.
deep. transport the LNG to ports around the • Dredged material was dumped near
world, particularly in Asia. the reef.
The projects involved construction of • The LNG plant requires a reliable supply
hundreds of kilometres of gas transmission of fresh water so a desalination plant
pipelines to bring the gas to the port to be is being built as part of the facility. This
liquefied and exported. The construction of takes water from the sea, removes the
the gas fields, pipeline and plants created salt and pumps the salt back into the sea.
tens of thousands of jobs and boosted the • The movement of ships through the
economy of the region. reef means there is the potential for a
Gladstone is the largest port in central shipping accident that may damage
Queensland with over 1500 large ships the reef.
using the port facilities every year. Large
quantities of coal (fourth largest in the Step 2: Who are the stakeholders?
world), petroleum and cement are already Stakeholders are groups of people with
moved through the port. When the LNG a special interest in a particular issue or
plants are fully operational, each week two project, such as businesses, governments,
to three specially designed ships will carry local Indigenous landholders, tourist bodies
LNG from Curtis Island to export markets. and residents. For this gas plant project,
Source 2.36 An
oblique view of Gladstone port and Curtis Island are you will need to investigate who are the
one of the three located beside the Great Barrier Reef. groups involved in the local area and in the
massive LNG plants
on Curtis Island The reef is the largest in the world and wider regional community.
is included on the UN World Heritage
Step 3: Assess and make a decision
List. Curtis Island sits within this World
Heritage area, so the companies building Now that you have reached an informed and
the plant have had to ensure that they balanced point of view, you need to make
map Pacific
Fraser Island
toolkit’.
arr
ek Ocean
Cre
ow
am
rah
s
Laird Point G
Brisbane
Dredging dump site
CHECKPOINT
Area to be Natural Gas
dredged Plant
Facing
Island
Port Curtis
ship
pin
gc
han
LEGEND Gladstone nel
Eucalypt forest/woodland
Coastal wetlands
Seagrass
Urban area
Industrial/port area
Dugong protection area 0 20 40 km
Major shorebird resting site
Major shorebird feeding site Boyne Island
Turtle nesting beaches
Tannum
Boy
Major road
Rive
Sands
ne
r
Source 2.37
Source: Oxford University Press
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ines,
in the Philipp
in g fro m M ount Pinatubo ury.
flows spew n of the twentie
th cent
e pyroclastic
ce 3. 1 A tr uc k flees from th nd largest volcanic eruptio
Sour e se co
91. This was th
on 17 June 19
LANDSCAPE HAZARDS
Landscape hazards – also known as geomorphic hazards – originate in the Earth’s crust. They can
have a disastrous impact on the surrounding area and the people living there. Landscape hazards
include volcanic eruptions, earthquakes, tsunamis, landslides, avalanches and subsidence. A
landscape hazard becomes a disaster when the change is so great that it causes not just damage
to the land, but also to animals and plants, to property, to people – to everything in the landscape.
The effects can be environmental, economic or social. A natural disaster can profoundly affect
people’s lives. Services such as power, transport and communication are often disrupted.
CHECKPOINT 3.1
es,
GEOGRAPHER’S TOOLKIT
Geographical concepts Geographical inquiry skills Geographical tools
∙ Scale: management of ∙ Acquiring geographical ∙ Maps: topographic maps,
geographical challenges information political maps
across a range of scales ∙ Processing geographical ∙ Graphs and statistics:
from local to global information climate graphs
∙ Environment: processes ∙ Communicating ∙ Spatial technologies:
that form and transform geographical information satellite images
landscapes and landforms
∙ Visual representations:
across the world
oblique aerial photographs,
∙ Space: spatial distribution annotated sketches,
of natural hazards topographic cross-
∙ Interconnection: how sections, graphic
people are affected by the organisers
environment with regards
to natural hazards
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CAN LANDSCAPE mitigated (reduced in severity) in some circumstances by taking measures in advance. These
measures are aimed at decreasing or eliminating the impact of a hazardous event. This can
HAZARDS HAVE occur by:
ON COMMUNITIES • lessening the hazard – for example, maintaining trees on slopes to prevent landslides
AND • reducing the vulnerability of the community – for example, monitoring and early
ENVIRONMENTS? warning systems
• changing the exposure by zoning the environment in which the hazard and the
community interact – for example, land-use zoning and building regulations.
Source 3.4 shows the distribution of landscape hazards around the world.
Source 3.2 The Nepal earthquake in April 2015 killed more than 9000 people and injured more than 23 000.
Landscape hazards
The most common landscape hazards:
A volcano is a vent or chimney that transfers molten rock, known as magma, from a
Volcanic eruption
great depth to the Earth’s surface. Magma erupting from a volcano is called lava.
A landslide is the movement of rock, debris or earth down a slope. Speed varies from
Landslide
abrupt collapses to slow, gradual slides.
Avalanche An avalanche is the fast downhill movement of soil and rock or snow.
Source 3.3 The 2011
Tohoku tsunami in Subsidence is the displacement or sinking of land. An extreme case is the formation of
Subsidence
Japan a sinkhole.
A R C T I C O C E A N
Arctic Circle
EUROPE
NORTH
ASIA AMERICA
Tyrol (1916) 10 000 Oso (2014) 36
Khait Kansu Tangshan Mt St Helens
Plurs (1618) 1500
1949 1920 (1976) (1980)
Mt Vesuvius 61
(79) 10 000 Messina 12 000 Haiyuan (1920) 180 000 242 000 Sanriku (1896) 27 000
(1908) 100 000 Antioch 240 000 Tohoku (2011) 18 000
Lisbon (1755) 35 000 Muzaffarabad
Mt Etna (1669) 20 000 (526) 250 000 Bam
(2005) 30 000 Shaanxi Tokyo (1923) 140 000 P A C I F I C Los Angeles
(1994) A T L A N T I C
(2003) Nepal Yingxiu (1556) Kobe (1995) 5000
Agadir (1960) 12 000 (2008) 57
830 000 Mt Unzen (1792) 15 000
26 000 (2015) 9000
Darjeeling 80 000 O C E A N O C E A N
Tropic of Cancer (1980) 250 Haiti
Mexico City (2010)
(1985) 10 000 230 000
Vargas
Mt Pinatubo (1991) 700 El Chichon (1982) 2000 Mt Pelee (1902) 40 000
(1999)
AFRI CA 30 000
Lake Nyos (1986) 1700 Indian Ocean (2004)
Nevado del Ruiz
280 000 Aitape (1985)
Equator (1998) 23 000
Mt Nyiragongo (1977) 400 2200
Tambora (1816) 92 000 Mt Lamington Yungay (1970) 20 000
A T L A N T I C Krakatoa (1883) 36 000
(1951)
Chimbote (1970)
67 000 Ranrahirca (1962) 2700
3000 Samoa
Huancavelica (1974) SOUTH
O C E A N (2009)
119
300
AMERICA
I N D I A N Rio de Janeiro
Tropic of Capricorn (1966)
O C E A N AUSTRALIA LEGEND
550
Landscape hazard
name (year) deaths
Newcastle (1989) 13 Volcano
Thredbo (1997) 18
Concepcion (2010) 708
Earthquake
Tsunami Valdivia (1960) 5000
Christchurch (2011) 185
Landslide or avalanche
Earthquake zone
Source 3.4
Source: Oxford University Press
REVIEW 3.1.1
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main
vent
magma chamber
cause huge mudslides called lahars up to 50 metres thick to sweep down the sides
of mountains. The eruption of Colombia’s Nevado del Ruiz volcano in 1985 covered
whole villages with thick mud and ash, killing 23 000 people. This makes it the deadliest
volcanic eruption of the last 100 years.
REVIEW 3.1.2
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Types of landslides
There are four main types of landslides that can affect different
mountain landscapes:
Soil creep
Soil creep is the gradual movement of soil, rocks and earth down a
gentle slope. This is the slowest moving type of landslide and can take
place over many years. As a result, it is often unnoticeable to people
living in the area. Areas affected by soil creep can be identified by
features such as leaning telegraph poles and fences, cracked walls and
bowed trees.
Slumping
Slumping is the movement of larger sections of soil and rocks down a steep, curved slope.
These sections slip down the surface of the slope to different degrees, often creating a number
of different levels (called scarps). Slumping is usually triggered by earthquakes, excessive rain,
or freezing or thawing of the land.
Mudslides
Mudslides (also known as lahars) are often triggered by heavy rain, quick thawing earth,
earthquakes or volcanic activity. For example, snow on the sides of active volcanoes is caused
to melt quickly and combine with soil and rocks to create mud slurry that travels downhill. The
mud can be up to 50 metres thick and travel at speeds of up to 80 kilometres an hour, burying
entire villages and killing many people.
Avalanches
Avalanches are the rapid movement of snow down steep mountain slopes. They are the fastest
moving type of landslide. Avalanches are triggered by natural movements of the Earth (such as
earthquakes and weather events) and human movements (such as skiers and snowboarders).
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REVIEW 3.1.3
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40 43.0
40.9
35
DAILY RAINFALL (MM)
30
32.7 31.7
25
26.9
20
15
14.1 15.1
10
5
0
17th 18th 19th 20th 21st 22nd 23rd
JANUARY
Source 3.10 Daily rainfall totals from 17 to 23 January 2012 in Komo, a town
near the Tumbi Landslide site
320 25
AVERAGE RAINFALL DAYS
AVERAGE RAINFALL (MM)
September
November
December
January
April
March
August
October
June
July
May
MONTH
Source 3.11
REVIEW 3.1.4
Remember and understand 6 Divide the possible causes of this landslide into two
1 Describe the scene in Source 3.12. lists: natural processes and human activities.
2 On what date was there a landslide? Is this during Investigate and create
the wet season? 7 Rank the possible causes from those that you
3 Describe the shape of the land at the site of the consider most responsible for the landslide to
landslide. those that you consider had no influence. Write a
Apply and analyse few sentences explaining your choice of the top
contributor.
4 Study Source 3.10. How much rainfall was recorded
8 Compare your ranked list with those of your
in Komo in the seven days before the landslide?
classmates. Is there some general agreement
Compare this with the weekly average in January of
about the leading cause? Why or why not?
53.2 millimetres.
9 What further questions could you ask to help you
5 How does a quarry change the shape of a hillside?
work out the causes of this disaster?
How might this contribute to a landslide?
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LEGEND
2000
Vehicle track 55 Building; Spot height (metres) Area of map
il
Walking track
1400
Contour with value Tra
(interval 20 metres) n
ai
00
Railway
56
52 National park k
El k M
1700
in
g
Tra
180
il
B end of avalanche
0
1600
G L A C I E R N AT I O N A L PA R K
16
00
15
A start of avalanche
0
0
0
A m tra
kE
48°17’N mp
2132 ir e
Bui
lde
2000 rR
ailw
ay
00
1900
20
Sh
iel
ds
1400
Be
Cr
ee
ar
k
Cr
eke
113°29’W 16 17 18 113°27’W
Source 3.14
Source: Oxford University Press
1200
labelled A and B.
900
00
90
piece of paper across the map so that it
39
36
00
Mauna Kea 4205m
30
00
00
12
1500
3300
00
27
300
2100
600
1200
900
points on your piece of paper. Be careful not
1500
1800
18
4
00
2400
21
00
2700
39
00
A
0 10 20
Contour line
(interval 300 m)
paper as well.
Key contour line
(interval 1500 m)
REVIEW 3.1.5
Remember and understand 3 Study Source 3.14. On this map the beginning of the
1 Study Source 3.14. avalanche is labelled as A and the point at which it
stopped is B.
a In which direction did the avalanche travel?
a How do you think the snowboarder accessed this
b How far was the snowboarder carried?
slope?
c Using your cross-section as a guide, describe the
b What could the snowboarder have done to
steepness of the slope at this place.
minimise the risks of an avalanche?
d Did the avalanche travel down a gully or a ridge?
c What could he have done to increase his chances
2 Rangers at Glacier National Park monitor
of surviving an avalanche?
snow conditions carefully and sometimes close
dangerous areas such as this to skiers and
snowboarders. What do you think they look for
when they examine the snow conditions?
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0 50 100 m 0 50 100 m
Source 3.17 Banda Aceh, Indonesia, before and after the tsunami struck – 23 June 2004 (top) and
KEY CONCEPT: SPACE
Where do tsunamis occur?
Geographers have noticed that some coastal areas most at risk from tsunamis. Japan is the world’s most
are much more at risk from tsunamis than others. By earthquake-prone country, as its east coast lies within
comparing the distribution of tectonic plate boundaries, 100 kilometres of a very active plate boundary.
earthquakes and tsunamis, they found that coastal areas For more information on the key concept of space,
facing a region where undersea earthquakes occur are refer to section GT.1 of ‘The geographer’s toolkit’.
Great
Britain Eurasian Plate NORTH
Ireland EUROPE ASIA AMERICA
Juan
uan de Fuca Plate
Sanriku, 1896, 38, 22 000 North
North-east Japan, 2011, 10, 18 000 A TL A N TIC
Iranian American
Nankaido, 1707, 25, 30 000
OC EA N
Plate Plate
Arabian Ryuku Islands, 1771, 15, 12 000 Hawaiian Islands
Tropic of Cancer
Plate Philippine Caribbean
AFRICA Plate Plate
PACI FI C O CEAN
OCEAN Cocos
Sumatra, 2004, 50, Plate
Equator
African Plate 230 000
Pacific
acific Plate
A T LA NT IC Krakatau, 1883, 37, Solomon Islands S O UT
SOUTH
OC E A N 40 000 AMERI
AMERICA
Fiji
Tropic of Capricorn IINDI
NDI AN Arica, 1868, 21, 25 000
Madagascar OCEAN AUSTRALIA
AUS
US Tonga South
New Caledonia
Indo-Australian Nazca Plate American
Plate Plate
New
Zealand
REVIEW 3.1.6
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LEGEND
North American
SS
Earthquake epicentre
RU
Plate
Tectonic plate boundary
Hokkaido
Worst affected area
Tokyo Capital city it
CHINA Stra
Pacific Plate name u
gar
Plate Tsu
Japan Trench
N O RT H P A C I F I C
SEA OF
N
KO R E A O C E A N
Pyongyang J A PA N
Eurasian Plate Pacific Plate
A
YE LLO W Seoul
P Fukushima Daiichi Power Plant
SE A Honshu
SOUTH A
KO R E A J Tokyo
Plate moving west at
approximately 83 mm/year
Cheju Strait
it
ra
Shikoku
St
Cheju Island
a
re
Kyushu
Ko
Source 3.19
Source: Oxford University Press
REVIEW 3.1.7
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. LANDSCAPE HAZARDS 123
1
2
3
responses
Identify and distinguish between five different types of landscape hazard. [15 marks]
Name and geographically locate a recent example of each hazard. [10 marks]
Outline two major impacts of each of the hazards identified in question 2. [10 marks]
4 Using one example, describe a response that could have improved the outcome of the
disaster if it had been implemented:
a before the event b during the event c after the event. [15 marks]
TOTAL MARKS [ /50]
RICH TASK
Nepal earthquake, 2015 shows population exposed to shaking.
Nations around the world rushed to offer help Calculate how many people were
immediately after a devastating earthquake affected by level VIII and above on the
struck Nepal around midday on 25 April 2015. Mercalli scale.
More than 9000 people were killed and 23 000 d How many people were estimated to
injured. This was the worst natural disaster in have been exposed to at least ‘strong’
Nepal since the 1934 earthquake (8.0 on the shaking?
Richter scale). With a magnitude of 7.8 on the Processing geographical information
Richter scale and an intensity of IX (violent) on
3 Despite the generous donation of millions
the Mercalli scale, the impacts of this disaster
of dollars of aid and supplies from around
were widespread and long term. Hundreds of
the world, much of the aid and assistance
thousands of people were made homeless as
offered was slow to reach the people who
Source 3.21 The Nepal entire villages were destroyed.
earthquake tops the list of really needed it.
natural disasters in 2015. Acquiring geographical information a Read the 11 information points. Rank
1 Find a blank outline map of Asia on the them by showing what you consider
Internet and print it out, or trace a map to be the most important factor in
outline from your atlas. Then, using influencing aid delivery in Nepal after
your atlas for reference, label this map the earthquake disaster in 2015.
with the correct locations for Nepal, China, b Copy the diamond ranking diagram
India, Pakistan, Bangladesh, Bhutan, (see left) into your notebook. Organise
Myanmar, Plateau of Tibet, Afghanistan, the information points into the
Bay of Bengal, Mount Everest, Kathmandu. diagram, where the most important
2 Look up on the Internet the USGS (United point goes at the top of the diamond,
States Geological Survey) poster titled two points of lesser but equal
‘M7.8 Nepal Earthquake of 25 April 2015’. importance go below, and points of
Examine the information on the poster and moderate importance go beneath both
complete the questions below. of those. (You will have two points left
a Describe the location of the earthquake over.)
epicentre, using distance, direction and Communicating geographical information
place names.
4 Referring to your completed diamond
b Which crustal plates were responsible ranking diagram, justify your top three
for this earthquake? rankings and also the two that you left
c Refer to the table in the top right- out. (Why were they not important?)
hand corner of the poster, which
CHECKPOINT
9 Aftershocks
4 Responsible aid
A series of aftershocks began immediately
How do you ensure that aid reaches
after the main shock, with one aftershock
the people who need it most? The first
reaching a magnitude of 6.6 within
helicopters to arrive were privately
34 minutes of the initial quake. A major
contracted to pick up people who had
aftershock of magnitude 6.9 occurred the
insurance policies – primarily NGO (non-
next day. The aftershocks caused fresh
government organisation) workers and
avalanches on Mount Everest and landslides
foreigners. This angered many locals and
across the region.
uninsured tourists, who wanted to evacuate
10 Safety issues
the most seriously injured.
Many buildings, roads and bridges that
5 Local conditions
were damaged were unsafe to use and there
The sheer scale of the disaster area,
was a lack of skilled engineers to inspect
treacherous terrain and monsoon rains
and repair them. People were panicking –
made roads impassable, causing more
fighting among themselves for water, food
landslides and building collapses.
and other supplies.
6 Medical
11 Missing persons
International aid agencies were able to start
With more than 450 000 displaced people,
medically evacuating the critically wounded
and many injured and missing, friends and
by helicopter from outlying areas, initially
relations were desperate for information.
cut off from the capital city, Kathmandu.
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. LANDSCAPE HAZARDS 125
20/06/2016 5:37 pm
THE PLACES WE LIVE 4
CHAPTER
LIVEABLE PLACES 5
CHAPTER
i Beach
south towards Bond
raph looking
urce 4. 1 An aerial photog ey
So Sydn
ing suburbs in
and surround
CHECKPOINT 4.1
CHECKPOINT 4.2
GEOGRAPHER’S TOOLKIT
Geographical concepts Geographical inquiry skills Geographical tools
∙ Place: factors affecting ∙ Acquiring geographical ∙ Maps: topographic maps,
people’s perceptions information road maps, thematic maps,
of places; the special ∙ Processing geographical resource maps, sketch
significance place has information maps, choropleth maps,
to some people; the complex maps
∙ Communicating
effect of global trade, ∙ Fieldwork: local area
geographical information
transport, information surveys
and communication
∙ Graphs and statistics:
technologies on places
line graphs, bar graphs,
across the world
climate graphs, population
∙ Environment: the effect of pyramids
human activities on natural
∙ Spatial technologies:
and human environments
satellite images
∙ Sustainability: the need to
∙ Visual representations:
manage environments for a
oblique aerial photographs,
long-term future
graphic organisers,
annotated photographs,
infographics
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. 129
Every year about 5000 Australians are asked to take part in a survey about the factors that
they believe make a place liveable. Their replies are often similar to the replies of people from
all around the world when asked the same question. Most people agree that a liveable place:
• offers a temperate (mild) climate • is affordable
• is easy to get around • is diverse
• is able to offer good health care, work • is sustainable
and education opportunities • is attractive.
• is safe
REVIEW 4.1.1
Remember and understand 6 What are the important aspects of liveability that
1 What is meant by ‘liveability’? don’t need a lot of money?
2 What characteristics of a place attract us? 7 Give an example of how a person of your age and
a much older person might have different ideas
3 What do you like to do? Where would be a good
about the liveability of a place.
place to live to enable you to do this?
4 Where do you like to go? Where would be a good Investigate and create
place to live to enable you to do this? 8 What is your most special place? Why do you have a
Apply and analyse special connection to this place?
5 Imagine that you could live anywhere. Where would
you live and why?
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 131
A spiritual connection
to the land
Aboriginal and Torres Strait Islander Peoples developed a deep connection
with the land that supported them. The land form the core of their
beliefs and spirituality and an integral part of their view of themselves.
They do not see themselves as separate from the natural environment
but as part of it. Rather than owning land or living off the land, they
believe that they live with the land and are responsible for looking after
it. Their perception of liveability is based on the principle that the land is
much more than just a resource to be used. Aboriginal people refer to their
land, and their connection to it, as ‘Country’.
Part of the reason that Country is such an important concept to Indigenous
Australians is because their Dreaming stories, their way of life and their ancestors
are all part of their homelands. When an Indigenous Australian is in their Country,
Source 4.8 Many
their spirits and their ancestors keep living through them. In fact, they see the Country as a modern Aborigines are
moving back to their
living individual. Many Indigenous Australians choose to live in their traditional homelands traditional homelands
or dream of doing so. Like other Australians might long to see a favourite relative or return to to reconnect with their
ancestors and their
a family home, Indigenous Australians get their sense of belonging from their Country. beliefs.
REVIEW 4.1.2
Remember and understand 5 What factors influenced the liveability of places for
1 How did Aboriginal people first reach Australia? early Indigenous Australians? Are these factors the
same as those that influence your ideas on what
2 Compare the ways of life of inland desert
makes a place liveable? Why or why not?
Aborigines and those who lived near rivers in
south-eastern Australia. What were some of the Investigate and create
similarities and some of the differences? 6 What do you think Aboriginal people may have used
Apply and analyse each of these resources for: shells, stones, plant
fibres, coloured clay and bones?
3 Why did most Aboriginal people live near the coast
or along rivers? 7 When Europeans arrived in Australia they had a
different view of landownership and land use than
4 Examine Source 4.6. What resources from the
Aboriginal people. Why did these differences cause
natural environment are these Indigenous hunters
tensions and conflicts between these two groups of
using?
people?
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 133
Services
People generally like to live within easy reach of the services they need. Public
transport and well-maintained roads help people to get around with ease. Access
to health care is also important, but even more so for people who need specialist
care. Families with children often want access to good schools, child care and
playgrounds. Local shopping centres providing access to shops, banking and other
professional services, as well as cafes and restaurants, play an important role in where
people settle. Feeling safe and secure in a community will also influence where people
choose to live.
Employment
Source 4.9 A visible People often move to a place because it offers them the best opportunities for employment, and
community police
presence is a
generally the bigger the place, the more jobs there are. Many young people who have grown up
reassuring feature to in small country towns end up moving to cities to find employment. Big cities, however, are
many people.
not the only places to find employment. In recent years, isolated mining towns with very few
facilities and services have grown rapidly because of the high-paying jobs on offer there.
Entertainment
People also make choices about where they live
based on their leisure activities; for example,
whether they want easy access to the outdoors
or to museums and theatres found in city
centres. People of different ages often want
different entertainment options. Many younger
people are drawn to the variety of entertainment
offered in big cities such as music venues, nightclubs,
concerts, theatres, shops and big sporting arenas, whereas these
facilities may be of little use to older people.
Environmental quality
Most people in Australia live along the east coast, where the climate is more
moderate than other parts of the country. Personal preferences, especially when it
comes to climate, are a key factor in determining where people settle. For example, many
older people follow the sun, sea and a warmer climate in their retirement by moving to the Source 4.11 A mild
climate and attractive
Gold Coast. Coastal places are very popular with young and old people alike, but on the other natural features such
hand, someone who enjoys snow-skiing might prefer to live near the mountains. as beaches can be a key
factor in determining
where people live
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 135
Liveability applies not only to countries and cities but To complete a street survey in your local area, follow
also to smaller local areas. Some areas are more these steps:
liveable than others because of the infrastructure Step 1 Choose a street with at least 30 properties and
that is available or because of their culture and a length of at least 100 metres.
environment.
Step 2 Use a street survey form like the one shown in
Completing a map survey Source 4.14 to score your chosen street on a
There are several pieces of information that you can scale of 0 to 3 in a range of categories.
collect to assess the liveability of your local area. The Apply the skill
first of these is a map survey.
1 Using the three steps outlined left, complete a map
To complete a map survey of your local area, follow survey of your local area.
these steps:
2 Describe the infrastructure of this area in a carefully
Step 1 Locate a map of your local area. This worded paragraph.
could be from a street directory or from a 3 Using the two steps outlined above, complete a
website, such as Google Maps. Decide on the street survey in your local area.
limits of your local area. This could be
a suburb if you live in a large city or BRISBANE: CBD AND INNER SUBURBS
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Source 4.13
ER
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Column score
Total score
REVIEW 4.1.3
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 137
REVIEW 4.1.4
Remember and understand 4 Is it likely that the city of Toowoomba will join the
1 Why are many older Australians moving north to Noosangatta megalopolis? Give reasons for your
settle in south-east Queensland? answer.
2 Explain what is meant by the expression ‘a victim of Investigate and create
its own success’. 5 Explore the region shown in Source 4.17 on Google
Apply and analyse Earth. Use the ‘Historical Imagery’ tool to find
examples of places that have undergone great
3 Describe the importance of natural features such
changes in the last 10 years.
as rivers, mountains and coasts in affecting the
location and shape of cities. Use evidence from the
map (Source 4.17) for your description.
as the one shown in Source 4.17, Land and wetland area Land and wetland area Noosa
Buderim
read the legend, title, source and
scale carefully, so that you can Caloundra
map: Moreton
Bay
Step 1 Read the title carefully. Esk
Redcliffe
Ipswich
r
Rive
ea
t
er
Brem
it sits in relation to other Riv
er
Di
regions or countries.
vi
din
g
n
Beaudesert
ga
map so that you can
Boonah
Lo
assess the reliability of
Robina Gold Coast
Ra
ng
e
drawn by government
departments and 0 10 20 km
professional publishers
are generally more
Source 4.17
reliable than those drawn by Source: South-East Queensland Regional Plan 2009–2031,
individuals and businesses. Queensland Department of Infrastructure and Planning.
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 139
Climate
Environmental quality
Environmental quality
The environment is a key factor that determines how liveable a place is.
Infrastructure Environmental quality can refer to a number of characteristics relating
to the natural or built environment, such as clean water and clean air.
Safety and stability
It can also be a measure of other things such as the level of pollution,
Access to health care and education rubbish or noise in an environment.
Climate
Subjective factors (personal and
emotional factors)
Personal likes and dislikes Climate is one of the most important factors affecting the liveability of
a place. Although different people like different types of weather, most
Feelings of connection to friends and family
people agree that a mild climate without extremes of heat or cold is
Traditions and spiritual connections ideal. Places with mild (temperate) climates often score highly in terms
of liveability. The amount of rainfall is also important when it comes
Source 4.19 Liveability can be measured by to climate. Too little or too much rain has a negative effect on the
objective and subjective factors. liveability of a place.
Subjective factors
Unlike objective factors, subjective factors cannot be easily measured and compared. They are
linked to personal likes and dislikes, and feelings of connection to family, friends and cultural
groups. They are also linked to beliefs, traditions and spiritual connections to places. Organisations
such as the OECD are now conducting life-satisfaction or wellbeing surveys to take some of
these subjective factors into account when rating the liveability of different places. These surveys
try to take into account how happy or sad people feel, and look for the factors in their lives and
environments that cause these feelings. This information is then placed alongside more objective
measures in order to give a more complete picture of liveability.
REVIEW 4.1.5
Remember and understand c What safety issues are similar and which are
1 How do companies measure the liveability of places different?
around the world? Investigate and create
2 What are the objective measures of liveability for 5 Can you really measure wellbeing and happiness?
countries? Why are these important? Consider your responses to the following:
3 What are subjective measures of liveability and how a How satisfied are you with your life?
are they measured?
b How happy did you feel yesterday?
Apply and analyse c How anxious did you feel yesterday?
4 Safety is a key liveability measure in all d To what extent do you feel the things you do in
communities. your life are worthwhile?
a What do you think are the most important safety 6 Identify factors that influence people’s answers
issues for people living in large Australian cities? (e.g. age and gender).
b What are the most important safety issues for
people living in Syria?
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 141
RICH TASK
Local area fieldwork 5 Place a coloured sticker (red, yellow,
You can find out a lot about your local green) onto each photo depending on
area through investigations that involve how it makes you feel. Red = unhappy,
fieldwork. yellow = neutral, green = happy.
During any geographical inquiry, Communicating geographical information
geographers will ask questions, collect a
6 Create a class map of the area around
range of data and information, record their
your school. If this is a digital map,
findings, and represent them so they can
also add the sound recording at each
be interpreted more easily. By following
location.
a process of geographical inquiry like
this, geographers can be sure that the 7 Each group marks the location of each of
conclusions they reach will be accurate, their photographs on the map, with the
useful and reliable. same coloured dot they have chosen for
Your key inquiry question: How well do the photograph.
Source 4.20 Your you know the area around your school? 8 To what extent do you agree or disagree
school’s recreation with the following statement? ‘I feel that
areas Acquiring geographical information
my neighbourhood is a safe place to live.’
1 In small groups take a series of 8 to 12
digital photographs, with your mobile
phone or camera, in the local area
around your school. If possible, also
make a sound recording at each location.
Processing geographical information
2 Sort the photos so that the places you
like the best are displayed first and the
ones you like the least come last. (This
can be done in hard copy or digitally, as a
slide show.)
3 Are there any patterns evident in your
chosen photo order? Describe them.
4 What features in each photo would you
change to make you like the place more? Source 4.21 How do you get to school?
CHECKPOINT
Source 4.22 A sketch map of a local park identifying the locations of a range of environmental issues.
Source: 8B Gumtree College
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 143
Arctic Circle
EUROPE NORTH
1 Paris
ASIA AMERIC A
ATL ANTIC
3 PACIFIC OCEAN OCEAN
Kathmandu
Tropic of Cancer Dubai
4
AFRIC A
Phnom Penh
5
Equator
ATLA N TIC
INDIAN SOUTH
O CEA N
OCEAN AMERIC A
Tropic of Capricorn
AUSTRALIA
Adelaide
2
0 1500 3000 km
LEGEND
Polar: extremely cold all year; nearly all snow and Highlands: cool to cold occuring in mountains and Tropical wet and dry: hot all year;
ice; less than 250 mm precipitation per year high plateaus; snow cover increases with altitude wet summers, dry winters
Cold wet: cold winters, cool to hot Subtropical wet: warm; Tropical wet: hot; wet
summers; moderate rain all year rain all year for most of the year
Cold dry winter: cold dry winters, cool Subtropical, dry winter: warm
to hot summers; moderate rain all year all year; dry winter Humidity and temperature rating
Cold semi-desert: hot in summer, cold in Subtropical dry summer: warm 1 Acceptable 4 Undesirable
winter; 250 mm to 500 mm rain per year all year; dry summer 2 Tolerable 5 Intolerable
Cold desert: hot in summer, cold in winter; Hot semi-desert: hot all year; 3 Uncomfortable
less than 250 mm rain per year 250 mm to 500 mm rain per year
Mild wet: mild; Hot desert: hot all year; less
rain all year than 250 mm rain per year
Source 4.23
Source: Oxford University Press
1 Acceptable humidity and 2 Tolerable humidity and 3 Uncomfortable humidity 4 Undesirable humidity and 5 Intolerable humidity and
temperature temperature and temperature temperature temperature
PARIS, FRANCE: CLIMATE GRAPH ADELAIDE, AUSTRALIA: CLIMATE GRAPH KATHMANDU, NEPAL: CLIMATE GRAPH DUBAI, UAE: CLIMATE GRAPH PHNOM PENH, CAMBODIA: CLIMATE GRAPH
Maximum temperature Rainfall Maximum temperature Rainfall Maximum temperature Rainfall Maximum temperature Rainfall Maximum temperature Rainfall
Minimum temperature Minimum temperature Minimum temperature Minimum temperature Minimum temperature
40 400 40 400 40 400 45 400 40 400
TEMPERATURE (°C)
RAINFALL (MM)
TEMPERATURE (°C)
RAINFALL (MM)
RAINFALL (MM)
TEMPERATURE (°C)
TEMPERATURE (°C)
RAINFALL (MM)
RAINFALL (MM)
5 50 5 50 5 50 10 50 5 50
0 0 0 0 0 0 5 0 0 0
J FMAM J J A SO ND J FMAM J J A SO ND J FMAM J J A SO ND J FMAM J J A SO ND J FMAM J J A SO ND
MONTH MONTH MONTH MONTH MONTH
Source 4.24
REVIEW 4.2.1
Remember and understand 4 Look carefully at Sources 4.23 Investigate and create
1 Which city has acceptable and 4.24. 5 How do people adapt to living
temperature and humidity? a Which city has intolerable in places with undesirable
2 What is the connection between humidity and temperature? climates?
climate and liveability? b What type of climate does 6 What features of the natural
this city experience? environment other than climate
Apply and analyse
c What types of climate are may affect a city’s liveability?
3 Why do you think Kathmandu’s experienced by the cities that
climate has been described as have acceptable levels of
uncomfortable? humidity and temperature?
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 145
CASE STUDY A modern, bustling city of 48 residential suburbs, Blacktown City is home to over 330 000
people, making it the largest city by population in New South Wales. Parklea and Kellyville
Ridge are two of its fastest growing suburbs. Located on the fringe of the metropolitan
Blacktown area in western Sydney, Parklea – Kellyville Ridge has grown by 9.4 per cent in 2013–14. It
City, New is one of the fastest-growing areas in Australia, having increased by 2700 people over the
South Wales same period to reach 31 800. This remarkable growth has been sustained with expanding
land releases (see Source 4.25). At the 2011 census, the area had a population of 22 404.
This population is growing rapidly. This is due to a range of factors, including the overall
growth of Sydney, the relatively cheap land and the building of major roads, such as the
Westlink M7 linking the M2, M4 and M5 motorways, and other services.
There are a number of schools in the region along with other amenities, such as public
pools, libraries and a university. Blacktown City also has numerous shopping areas,
including large shopping centres, shopping strips along major roads and its own central
business district (CBD). Blacktown City is linked to other parts of Sydney, including its
CBD, by a road and rail network. In common with other regions of Australia with a rapidly
growing population, Blacktown City struggles at times to meet the demands of all its
N V IE W PA R A D E
G REE
AVE
PEEL
LEY
RESERVE THE PONDS
U RT
C re e k
B LV D
CO
ES T U A RY C R ES
DS
T H E PO N
AD
St John Paul II
H A M BLE D O N R O
Catholic College
R IV E K E IR L E R
RBA N O AD
K DR
Po n ds
John Palmer
B L A C K H EA T H S T Public School
BLA CK TOWN
PA S T U R E S T JET TY S T
RO A D
CI
TY
KELLYVILLE
S econ d
B LV D
C O NRA D
PK W Y
ROA D
S TA N H O P E
DS
V IC E R O Y A V E
T H E PO N
FYFE
THE PONDS S TA
PARKLANDS NHO
T
PE
IN G S
B A R N I E R D R IV E D PK W
Y
NR
EO
E LW
W ID G
ANG
ROA D
Barnier PATERSON
Quakers Hill
MIHKELSON Primary
School
Parish Primary
RESERVE
PARKLEA
RESERVE School
QUAKERS PARKLEA
N
HAM RO A
DO
RN D PRISON
FA
LE
HILL
MB
HA
Source 4.25
LEGEND
Source: Oxford
University Press Major road CIT Y Direction to city cent re Park or reserve Prison
Suburban street PARKLEA Suburb name Service station Picnic area
Traffic light BLACKTOWN Local Gove rnment name Telephone Place of worship
School
0 250 500 750 1000 1250 1500 1750 2000 m
Source 4.27 Blacktown has a large population of refugees and migrants. (Left) These girls are being introduced to AFL football at Blacktown
Olympic Park. (Right) There is extraordinary community support for the Western Sydney Wanderers A-League football team, the first
Australian team to win the AFC Champions League.
REVIEW 4.2.2
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 147
CASE STUDY The largest industry in rural Victoria is dairy farming. There are more than one million
dairy cows in the state and they produce more than 6 billion litres of milk a year. There
are three main dairy farming regions in Victoria – in the north near Echuca; south-east of
Western Melbourne; and in the Western District, centred on the city of Warrnambool.
District Source 4.28 is a map of the Western District dairy farming region. On the map each
dairy region town is shown in the centre of a green circle. The size of each circle is determined by the
number of people living in the town. The bigger the population, the bigger the circle. This
Victoria makes it easy to see where the larger towns and cities are located in this region and allows
us to see a pattern in this distribution. These circles are called proportional circles.
Near the small town of Condah, in the Western District of Victoria, lies the dairy farm
of Sam and Kristy Cheetham. In common with many farms in Australia, this dairy farm is a
family-run business.
The farm has grown over the years as the family has bought
VICTORIA: WESTERN DAIRY REGION more land. Several workers are employed to help milk the cows
Coleraine
twice a day and carry out other farm jobs, such as mending fences
Casterton
Dunkeld and looking after the grazing paddocks. These workers and their
Hamilton
families also live on the Cheetham’s farm.
The Cheetham’s farm is located close to several small towns
and some distance from larger towns and cities. The small
towns of Condah and Branxholme have very few shops and the
Branxholme Penshurst
Condah Cheethams only visit these places for basic items, such as bread.
Cheetham’s farm
Macarthur
The closest supermarket is in Heywood, 24 kilometres away, as is
the closest bank. Heywood has a population of 1300, which is large
Heywood
enough to support a wider range of retail shops and other services
than the smaller towns. These include a doctor, vet and several
Koroit schools.
Portland Larger towns include Hamilton and Portland, and Warrnambool
Port Fairy
Warrnambool is the closest regional city. These places have a wide range of
LEGEND shops and other services, such as large hospitals and secondary
Population
schools. They need only visit Victoria’s capital city a few times
Dairy farming area 0 10 20 km
35 000
Highway
Major road Adelaide a year for major services, such as an international airport or
10 000
Melbourne specialised health care. They also travel to Melbourne for sport
2500
1000
Area of map and entertainment as most large events of this type are not held in
regional areas.
Source 4.28
Source: Oxford University Press
REVIEW 4.2.3
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 149
Source 4.33 Killalea Beach or ‘The Farm’ as locals call it Source 4.34 New homes have replaced dairy farms in Shellharbour.
REVIEW 4.2.4
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 151
Rainfall (mm)
25 250
As with other remote Aboriginal communities, health
problems, such as eye diseases, are common. Substance 20 200
Source 4.35 The once a serious problem, but a strong community response 10 100
Yuendumu Pool opened has largely brought an end to this practice. This involved
in 2008. Children can 5 50
only swim here if they providing young people with a better range of activities and
0 0
regularly go to school. making substance abuse unacceptable. JFMAMJJASOND
Month
Source 4.36
Rubbish dump
In 1999, the whole town was connected (closed)
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 153
INDIAN U U PACIFIC
U
U
OCEAN OCEAN
U
U
Coyote
Nor ther n
C
Terr itor y C
BOWEN BASIN
Tom Price U Tropic of Capricorn C
Queensland CC
Wester n C
C
C
Austr alia S outh C C
CC C
U Austr alia
U
C
U U U
U HUNTER VALLEY
U
Source 4.39
C
C Collie
Source: Oxford New S outh Wal e s
University Press LATROBE
LEGEND
Resources C VALLEY
Bauxite Victor ia
(aluminium) Lithium Coal basin
Copper Manganese C Coal C
Diamonds Mineral sands C Coal seam gas C
C
Gold Nickel U Uranium
Iron ore Silver
Tasmania
Lead and zinc Tin 0 400 800 km
CASE STUDY In many ways Tom Price is a typical mining town. It is home to about 2700 people, almost all
of whom are involved, directly or indirectly, in the mining industry. Of the workers in the town
over the age of 15, almost 50 per cent work in the mines. Half of these workers categorise
Tom Price, their jobs as machinery operators or drivers.
Western The children who attend one of the three local schools almost all have at least one parent
Australia employed at the mine. The local high school works in partnership with the international
mining company that owns and operates the mine, Rio Tinto, to educate students about jobs
in mining. The supermarket, milk bars, service stations, vets, chemists, doctors, hardware
store and carpet cleaner all rely on the income from miners to keep their businesses
running. While this is great for the town when the demand for iron ore is high, it can cause
problems when demand falls. Industries and places that rely on selling one resource, such
as a particular mineral, are sometimes referred to as being in a ‘boom or bust’ cycle.
Another problem facing the residents of Tom Price is a shortage of homes. During boom
times, new workers and people looking for work at the nearby mine arrive regularly and
need accommodation. This demand for housing means that house prices go up quickly,
making it difficult for young adults in the town to buy a house. In the Pilbara mining town of
Newman, for example, houses tripled in price between 2004 and 2008.
REVIEW 4.2.5
Remember and understand Yuendumu. List each of the services under the
1 What services are difficult to supply to remote areas? following headings: water and sanitation; transport;
power; industry; education; and recreation.
2 Explain why not many people live in the centre of
Australia. 7 Explain how the land ties the people of Tom Price
and Yuendumu to their remote locations.
3 Why don’t the local Warlpiri people just move to a
different area with more services? Investigate and create
4 How many people live in the town of Tom Price and 8 ‘People come and go all the time and there’s just
what work do they do? no community spirit … no one’s helping out in the
5 Why do some people choose FIFO? volunteers groups, there’s no one playing sport,
there’s no one shopping.’ (East Pilbara Shire Chief
Apply and analyse
Executive Allen Cooper [ABC News, 22 November
6 Use the information provided in Source 4.37 to
2015] criticising FIFO in his town.) Explain why this
create a table listing all the services available in
is happening and suggest a possible solution.
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 155
Macquarie Island is one of the most remote places on Earth. It is located in the Southern
Ocean, approximately halfway between Australia and Antarctica. Macquarie Island is an
Australian territory and home to about 40 scientists in summer and about 20 in winter.
They live and work in the research station on the northern tip of the island. At the station
there are facilities such as buildings in which to sleep and eat, a diesel power station, a
hydroponics building for growing vegetables, helicopter pads and even a brewery. From
here the scientists explore the island and try to find out more about the island itself and
the animals and birds that live there.
Source 4.43
Source: Oxford University Press
REVIEW 4.2.6
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 157
1
places
Identify people’s basic requirements for life. [5 marks]
2 Why do most people in Australia choose to live in large capital cities? [5 marks]
3 List three challenges to wellbeing of living in a remote community. [6 marks]
4 Think of a town or city you know well. What services and facilities could make this town
or city more liveable? [10 marks]
5 Describe the type of climate that makes a place more liveable. [4 marks]
6 Rank the following factors in order of what makes a place most liveable for you: safe,
easy to get around, good health care, good work and education opportunities, affordable,
diverse, sustainable, attractive. Justify your first and last ranked factors. [6 marks]
7 The town of Yuendumu (Source 4.37) is one of the most remote places in the world.
Identify seven examples of infrastructure in the town and describe how each has
contributed to improving liveability. [14 marks]
TOTAL MARKS [ /50]
RICH TASK
A sustainable lifestyle
Living a sustainable lifestyle attempts to Air pollution tends to be worse in large
reduce an individual’s or society’s use of cities where factories, power stations and
the Earth’s natural resources. The more motor vehicles spew harmful gases into
we consume – water, energy, food, paper, the air. The polluted air can sometimes
plastic, glass, metals – the more waste be trapped close to the Earth’s surface as
and pollution we generate. The results of smog, or thrown high into the atmosphere
overconsumption can have a big impact where it can contribute to a layer of gases
on our health. The quality of air, water responsible for global warming. Increasing
and parklands in cities, for instance, is an numbers of people and cars on our roads
important part of liveability for both health mean we need to take action to improve the
quality of the air we breathe.
and aesthetic reasons.
carbon dioxide
Sun from burning Sun’s heat trapped
fossil fuel by a layer of gases
Source 4.44
Sources of air Sun’s heat gases from
pollution erupting
water vapour from volcano
carbon dioxide cooling towers
from aeroplane air pollutants mixed with
moisture fall to Earth as acid
carbon dioxide rain, which can kill trees carbon monoxide
from burning forest from cars and trucks
methane from
animals
CHECKPOINT
reduce your ecological footprint.
person between one person driving
Arctic Circle
EUROPE
NORTH
ASIA AMERICA
Shenyang
Tianjin
Zhengzhou AT L A N T I C
Cairo New Delhi Chongqing PAC I F I C O C E A N OCEAN
Tropic of Cancer Kanpur Lucknow
Kolkata
AFRICA
Equator
Tropic of Capricorn
AUSTRALIA
LEGEND
Severely polluted air
Severely polluted city
0 1500 3000 km
Source 4.46
Source: Oxford University Press
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. THE PLACES WE LIVE 159
toilet
Dhaka, uses a
th e Ba ng la deshi capital,
g in a slum in ng and bathin
g.
young boy livin used for drinki
Source 5.1 A th at is al so
a river
perched over
LIVEABLE PLACES
There are a range of factors that make places more or less liveable. Liveability is generally
measured by factors that provide quality of life, such as access to fresh water, food, housing,
transport, health care, education, and a safe and stable environment. A strong sense of
community will enhance the liveability of a place. People of all ages who feel a sense of
belonging to a community tend to lead happier and healthier lives. In turn, strong communities
create a more stable and supportive society, even where environmental quality and access to
services and facilities are relatively poor.
CHECKPOINT 5.1
CHECKPOINT 5.2
GEOGRAPHER’S TOOLKIT
Geographical concepts Geographical inquiry skills Geographical tools
∙ Place: the effect of global ∙ Acquiring geographical ∙ Maps: concept maps,
trade, transport, information information topographic maps, street
and communication ∙ Processing geographical directory maps, thematic
technologies on places information maps, choropleth maps
across the world ∙ Graphs and statistics: bar
∙ Communicating
∙ Sustainability: pressures geographical information and compound column
on the Earth’s water graphs, proportional
resources and landscapes; circles, data tables
sustainable management ∙ Spatial technologies:
approaches satellite time-lapse
∙ Space: how location overlays, computer-
influences the ways people generated images
organise places ∙ Visual representations:
∙ Change: changes to places oblique aerial photographs,
over time through natural concept maps, infographics
and human geographical
processes and events
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. 161
CHINESE COMMUNITY
Apply the skill
PERSPECTIVE
1 Construct your own concept map to show
the communities you are connected to. Place
CHURCH
your name in the centre box. Add the types of
communities to the connecting lines. Choose
from the five types of communities shown in Source 5.3 An example of a concept map
Source 5.4, such as place.
REVIEW 5.1.1
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. LIVEABLE PLACES 163
United Kingdom
China
India
New Zealand
Vietnam
Philippines
Lebanon
Republic of Korea
Italy
Hong Kong
South Africa
Fiji
Iraq
Greece
Indonesia
Source 5.6
Source: ABS Census of Population and Housing, 2001 and 2011
the graph.
Step 2 Look closely at each scale. In this 60
numbers.
Step 3 Look closely at the legend and 20
1911
1921
1933
1947
1954
1961
1966
1971
1976
1981
1986
1991
1996
2001
2006
2011
Step 4 Look for major patterns. In this CENSUS YEAR
graph, there has been an obvious Anglican Other Christian No religion
REVIEW 5.1.2
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. LIVEABLE PLACES 165
REVIEW 5.1.3
72.3%
Indigenous population
2.3%
Population 31.4%
under 15 years Thursday Island
19.8%
Australia
1.2%
Born overseas
22.2%
LEGEND Esplanade
Thursday Island Aplin Pass Waiben
Native forest/scrub
Open area 40
60
Rose Hill 64 m
Government facilities
31
voir
50
Urban area Queensland 40 ser
30 Re
Fringing reef 10
ma
n
Mil 60
Road oad
lin R
Ap 50
Reservoir
Contour with value
100
Loban Road
nt d
e
ra
Milman Street
100
Thursday Island
Qu
Cook Esp
Ol Po
High School
20
Wind turbine
an
90
et Thursday Island
20
di uma
re
Step
St
St 50 Primary School 80
et
r
re
er
et Stre
ze re Summers Stree 70
hen S
Na St 60 t Summer s Street
k
l ar Hargrave Stree 60
C t
Hastings Street
treet
50 TAFE
et
Hargrave Street
Thursday
Blackall Street
30 40 30
30 John Street Island et
Campus John Street Stre 10
e
las
t
tre
10°35’S rS oug
e D ou
Green Hill 57 m hest glas Street D
Aub u r y
C et
re
Normanby Pa l as
St
g
Sound 20 Do
u de
ra
ra
de
Pa
Pe
10 Main Jetty
ia Engineers Jetty
ar
or
l
i ct
St
V Port Kennedy
re
10
et
Thursday Island
Ellis Channel
metres 0 200 400 600 metres
Hospital Source 5.11
Source: Oxford University
142°12’E 32 33 142°13’E 34 142°14’E 35 Press
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. LIVEABLE PLACES 167
Community services
We are all part of a broad community based on where we live. This may be a suburb in a city,
a town or a small settlement, but it can even be as big as a whole country. Governments and
local councils supply a range of services to these communities, such as schools, hospitals,
libraries, transport, parks and rubbish removal.
Different communities require different services. For example, a community with a
younger population might require more schools and facilities such as skate parks. An older
community might require greater access to health care and retirement villages.
Job opportunities
Local communities provide employment opportunities or good
access to places of work, training and education. Businesses and
industries, as well as providing services for the community, also
provide jobs. Some examples of businesses found in many local
communities include shops, hairdressers, plumbers, banks and
solicitors. An industry may be a one-person operation or a large
manufacturing business that employs hundreds of people. Industrial
areas are usually grouped together. Industries generally require large
areas of flat land and access to power, transport and parts.
1 1
ale Rd
Highway
Regional Airport Road
Yarrand
3 3
wy
ll H
Purvis
Ln
we
Devil’s Hole
Rd
ale Rd
Rd Reserve
Rd
umbie
w
tv
ie
ora Bu
bb
Merrilea 5
5 es
Yarrand
Rd nin
Co
t
W yo
Bungleg
S
ng
ane
Rd
ay
St
r
St Brisb
Rive
M
Bourke
itc
River St
RACECOURSE
h
arie
North
el
Eastridge
lH
Darling
w
Heights
y
6 6
Ma
Murrayfi
eld Dr
Myall St
ale Dr
d
ali R
JannWest
Websd
Apollo
Thomps
on Rd
Dubbo Erskine
St
s Ln
Myall St
7 DUBBO 7
St
Ave
Wheeler
hi
ilway
Hume
te
Talbragar
rn Ra
St
St
Howard
Dr
este
on Rd
d
Bair
Main W
rie St
Victoria
t
aS
Sherat
Park
estern Rd
Macqua
Railway
dr
Wingew SHOWGROUNDS
lan
East St arra St
hy
Rd Shoyoen Sister
Elston Heights
Lady Cutler Cobara Apex City Gardens
Park St Park Oval
e St
St
Brisban
Delroy
St
Park 9
s Ln
9
Darling
St
rn St
Palmer
Wheeler
Delroy
Hawtho
Gardens South
Joira Rd
Dubbo Tamwort
h St
on Rd
St
Grangewood Estate
St
Sherat
Dalton
10 10
Mac
qua
Bounda
ry Rd
rie R
ay
w y South
ilw
iver
ll H
Dubbo
Ra
we 11
Park
11
Ne
bo
Ob
ub
ley
gD
N
Rd
lon
Mo
Taronga Western
Plains Zoo Holmwood
0 500 1000 1500 2000 m
12 12
A B C D E F G H I J K L
Source 5.14
Source: Oxford University Press
REVIEW 5.1.4
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AUSTRALIA: PEOPLE WHO FEEL AT RISK FROM CRIME AND ANTISOCIAL BEHAVIOUR, 2011
No issues reported
31
40 41 44 41 38 42 43 41 Other
22
12 17 Intentional damage to property
13 13 11 13 14 13
other than graffiti
PERCENTAGE OF PEOPLE
19 18 11 20 22 10 24 16 17
11 Graffiti
WHO FEEL AT RISK
14 17 15 14 32 15
13 14 18 People using or dealing drugs
18 16 16 19
21 19 14 33
23 11 Noisy neighbours
21 18 20 16 18 20
14 People hanging around in groups
20 17 20 20 34 20
21 18 15
16 12 16 15 Offensive language or behaviour
19 16 10 44 12 17
12 12 13 13 9 13 Rowdy behaviour
14
36 35 36 27 32 Public drunkeness
33 34 33 34
34 People being insulted, pestered,
32 33 36 39 40 39 33 35 or intimidated in the street
35
Dangerous driving
NSW VIC Qld SA WA Tas NT ACT Australia Noisy driving
STATE AND TERRITORY
Source 5.16
Source: Australian Bureau of Statistics
Community policing
In recent decades, the police have developed
community programs to create stronger ties between
the general community and the police. The goal here is Source 5.18 Soup
kitchens and food vans
to involve members of the community in keeping their own streets safe. The most successful
provide meals for the
of these programs has been Neighbourhood Watch. The police work with local communities homeless.
to educate communities on safety and security issues and to encourage people to look out
for, and report, any suspicious behaviour. The program also encourages community members
to get to know each other, share safety concerns and support each other to stay safe.
REVIEW 5.1.5
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RICH TASK
Safety and stability
Like people everywhere, Australians want to feel safe. Even though it is tempting to
believe everything that is presented in the media, if you did, you would probably think that
Australian cities are in the grip of a crime wave and have become unsafe. While it is true
that many crimes are committed in Australia, by world standards it is considered one of the
safest places to live. Crime statistics also show that rates of some crimes, such as thefts,
have actually declined in recent years.
A RC T IC OC E A N
Arctic Circle
Stockholm Helsinki
EUROPE
Luxembourg NORTH
Vienna ASIA
Bern AMERICA
Zurich
Geneva
Washington DC
Kabul Swat Valley
Baghdad AT L AN T IC
PAC IF IC OC E A N
Tropic of Cancer O CE AN
Guatemala City
AFRICA
Caracas
LEGEND Medellin
Equator Mogadishu Singapore Number of murders per
100 000 people per year
ATLA NTIC Over 20 SOUTH
O CEA N IND IA N 10 to 20
AMERICA
Tropic of Capricorn
OC E A N 5 to 10 Rio de Janeiro
Johannesburg AUSTRALIA 2 to 5
1 to 2
Auckland 0 to 1
Wellington No data available
10 safest cities
0 1500 3000 km
10 most dangerous cities
Source 5.19
Source: Oxford University Press
» Tools: Maps
BEESTOP is a tool used by geographers Step 6 Organisational (O): factors relating
For more information
to help them consider the many different to big businesses (ownership, about these concepts,
factors that might contribute to the decision-making, control, skills and tools, refer
patterns identified in their data. It is an influence) to ‘The geographer’s
alternative to the SHEEPT method (refer to Step 7 Political (P): factors relating to toolkit’.
section GT.2 of ‘The geographer’s toolkit’). governments (laws, regulations,
There are seven steps to follow when using policies, quotas, tariffs,
the BEESTOP method but all factors might agreements)
not apply in every situation. BEESTOP is a
skill that you will use more in your senior Apply the skill
CHECKPOINT
Geography studies, but it’s a good skill to 1 Use the PQE method to describe the
begin using at Years 7 and 8. global distribution of murder rates and
the world’s most dangerous cities (go
Step 1 Biophysical (B): factors relating to
to section GT.2 of ‘The geographer’s
the natural environment (climate,
toolkit’ to refresh your memory of the
soils, landforms)
PQE method).
Step 2 Ecological (E): factors relating to
2 Now have a go at using the BEESTOP
sustainability and resource use
method to account for the global
Step 3 Economic (E): factors relating to distribution of murder rates and
the earning and spending of money the world’s most dangerous cities.
Step 4 Sociocultural (S): factors relating Remember: all factors may not
to culture, tradition, history and necessarily apply.
people
Step 5 Technological (T): factors relating
to the availability and use of
different types of technology
(transportation, information
technology, biotechnology,
alternative energy sources)
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. LIVEABLE PLACES 173
Kiev, Ukrane
Detroit, US Paris, France
Kathmandu,
Nepal
Tripoli, Libya
Damascus,
Honolulu, US Syria
Harare, Zimbabwe
LEGEND
Change in city score 2010–2015
Increase
0 1000 2000 3000 4000 km No change
Decrease
0.1 1 10 20 30
Source 5.20
Source: The Economist Intelligence Unit
The Canadian city of Vancouver is usually near the top of any list of the world’s most CASE STUDY
liveable cities and had been placed first by the EIU for 9 years in a row since 2002. In the
2015 survey, it received a score of 97.3, placing it third, with a perfect score for health care,
education and culture and environment. The culture and environment category included Vancouver,
climate, levels of corruption and censorship, religious freedom, sporting and cultural Canada
facilities, and shopping.
Because cities are given a new score every year, the rankings of their liveability can
change with little perceivable change to living conditions in that city. Vancouver, for
example, slipped from the most liveable city to the third most liveable largely because its
infrastructure score fell as a result of increased traffic congestion in the city.
REVIEW 5.2.1
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Source 5.23 Vienna is known for its shopping and safe public spaces.
Source 5.24 In this Viennese building, Source 5.25 Vienna has a well-developed Source 5.26 An amusement park in
solid waste is incinerated to produce public transport network that includes Prater Park near the centre of Vienna
heat and electricity, which is used to buses, trains and trams.
power a nearby hospital.
REVIEW 5.2.2
Remember and understand 4 In what ways do open spaces make cities more
1 What are some of the features of Vienna that make liveable?
it very liveable? 5 How is open space used in your community?
2 How is Vienna becoming more liveable? Investigate and create
Apply and analyse 6 Imagine that you are designing a brochure
3 The exterior of the waste incinerator in Source 5.24 advertising Vienna as the city with the world’s best
was designed by an artist. quality of life.
a What does this tell you about the people of a Which of the photographs of Vienna would you
Vienna? use in the brochure and why?
b What do you think of the exterior of this building? b Which ones would you not use? Why not?
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. LIVEABLE PLACES 177
Source 5.28 Liveability scores for the 10 least liveable cities in 2015
Overall
rating Health Culture and
Country City Rank Stability Education Infrastructure
(100 = care environment
ideal)
Source 5.29 A Raskol gang member guards a stockpile of food and fuel.
REVIEW 5.2.3
Remember and understand
1 Why do people move to cities such as Port Moresby?
2 Explain how this movement can affect a city’s liveability.
Apply and analyse
3 Examine Source 5.28, showing the rankings and scores of the world’s 10 least
liveable cities.
a Why do cities move up or down this list over time?
b Which city is the least stable? Suggest a reason for this.
c Of these cities, Kiev has by far the best health-care score. In what areas does it
perform particularly poorly?
4 Use an atlas to locate each of the 10 least liveable cities on a world map. Identify
which of these 10 cities is not in Asia or Africa.
Investigate and create
5 Draw a geographic sketch of Source 5.27. Add these labels to your sketch: central
business district, poor housing standards, lack of sewerage, lack of electricity,
houses built on stilts over the water, better quality housing.
6 What do Sources 5.27 and 5.29 tell you about inequalities in wealth in Port Moresby?
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. LIVEABLE PLACES 179
REVIEW 5.2.4
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. LIVEABLE PLACES 181
AUSTRALIA’S
LIVEABLE CITIES
In the 2015 Global Liveability Survey,
Melbourne retained its place as the world’s
most liveable city for the fifth year in a row.
Adelaide (5), Sydney (7) and Perth (8)
were also ranked in the top 10. Australian
cities usually score well in liveability
studies because they generally have open
spaces for recreation, relatively low crime
rates, low population densities and good
education and health care. Large cities in a
wealthy country, such as Australia, also have
a wide range of goods and services available
to the people who live there. The infrastructure
in large Australian cities includes schools and
universities; efficient transport networks; clean
water delivered to homes and businesses through a
vast network of dams, treatment plants and pipes; and
electricity supplied through a system of overhead and
underground wires and cables.
Source 5.34 The Melbourne Lovability Index questions (Deakin University, 2015)
White
s
PH ILI P ST
oo
R
Place ST
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in
BR ID GE
TO
Ba ool
ma
Bay Darling Sydney
Jo
Darling
YORK STREET
Conservatorium Do
IBU
Ba
om
Harbour Harbour
AR IE ST
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of Music
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Passenger
TR
ST RE ET
o
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Terminal
INT
Bay
5
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ST
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State
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ST
AN
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AR
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WE Casino Museum G ST ER Bay
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AV
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ID EET
RS Australian RUSHCUTTERS
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S T RE ET
IG
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WA
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DA
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ST
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of Technology G
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BALF
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ER
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Y
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SH
C
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Sydney Australia
DE
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IB U T
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OR
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LA
A B C D E F G H
Source 5.35
Source: Oxford University Press
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. LIVEABLE PLACES 183
4
Greenvale Reservoir
Hurstbridge REVIEW 5.2.6
Ca
Me Hume
Chum Creek
lde
Plenty
Melbourne
rri Creek
Airport Healesville
Melton
Remember and understand
Melton Highway Fre Broadmeadows
Thomastown Diamond Creek
ew Sugarloaf
Ko ay ad Greensborough
ro Sydenham Reservoir
Ro
Bundoora
Essendon
Eltham River
1
r Coldstream
What pattern do you notice on
We oit Keilor
ng
Cree Airport
ste Preston Yarra
Ri
rn k
Fre St Albans st e r
n
ewa
y Essendon Heidelberg ay
Wandin
the map showing access to trains
e
W North
hw
Doncaster
(Source 5.38)? Describe this pattern
g
Deer Park Sunshine Hi Mooroolbark
Fitzroy Nunawading dahRingwood
DANDEN
3 Truganina Hawthorn
We
Laverton
What feature on the key map (Source
Melbourne Toorak ghway Silvan
ibe
Crossing
ONG
Altona Monbulk
Werribee ay Bay
Brighton BentleighOakleigh
M
ew
on
c es Moorabbin ee Emerald NG
n
Pri Sandringham w Lysterfield ES
Hi
Ne
Springvale a
River
y
gh
Lake
3 Examine Source 5.37.
p
w
ea
Moorabbin
ay
nH
Hallam Reservoir
a How has Port Phillip Bay affected
ek
hw
Mordialloc Harkaway
g Cre
a
Narre
y
Berwick
Edithvale Warren the shape of Melbourne?
on
en Lyndhurst
Port Chelsea Dand
Sou
Carrum Lakes
Portarlington
Phillip
Seaford
Carrum
Downs
Cranbourne
had on the shape of the outer
Gi
suburbs?
pp
Indented Head
sla
South
d
2
Peninsula
St Leonards 4 These maps of Melbourne show
Hi
Tooradin
y
Source 5.37
Source: Oxford University Press
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Source 5.41 Some issues faced by modern city dwellers and some strategies for improving liveability
The problem and underlying The impacts on liveability Some strategies for solving the problem
cause
Traffic congestion As cities grow, Traffic congestion results in people spending Strategies include building new roads that take
people need to travel further to less time at home and more time in their cars; road users around rather than through the city;
work and school. Higher rates of increases levels of air and noise pollution; increasing public transport options to encourage
car ownership see more cars on increases levels of stress and frustration in people to leave their cars at home; encouraging
the road, leaving the road network drivers leading to increased incidents of alternative modes of transport, for example
struggling to cope. road rage. building bike paths for cyclists.
Social inequalities As cities Social inequalities can result in homelessness, Strategies include ensuring access to
grow, some people within the unemployment and poverty; leaves some people opportunities through good education
community are left without work with a sense of alienation from the community; facilities and public transport; assessing
and are unable to access services can have a particularly negative impact on needs and providing support through
such as schools, health care and young people. community services; providing facilities for
housing. young people where they can get together
and receive the help they need.
Environmental issues As cities Environmental issues include air pollution from Strategies for sustainable use of the
grow, they have a greater impact increased energy usage, land contamination environment include recycling rubbish
on the environment. Water from landfill, water shortages and damaged materials, restricting water use, developing
resources are used up, pollution waterways. buildings and cars to be more energy efficient,
increases, and more and more and using renewable energy sources.
energy is required to service the
greater population.
Urban sprawl As cities grow, Urban sprawl reduces the amounts of productive Strategies include increasing the density
more and more housing is farmland near cities; threatens the habitats of of housing in established suburbs closer to
required at an affordable price. native plant and animal species; creates greater the CBD with more multi-storey dwellings;
Housing estates on the outskirts dependency on cars, which in turn increases protecting native habitats with bushland
of cities push further and further levels of air pollution and traffic congestion. corridors and by planting more native trees in
outwards. New housing developments can suffer from urban areas; ensuring public transport services
a lack of community services, providing poor are provided to all new developments and
liveability for their residents. establishing satellite business centres outside
the CBD to encourage local employment and
services for those living on city fringes.
REVIEW 5.2.7
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Source 5.43 Graphic representation of the paths taken by 380 taxis in a single day in London. Bright
splashes of light show paths taken by many taxis while darker areas have seen few, if any, taxis.
REVIEW 5.2.8
Remember and understand b Which solutions do you think are most likely
1 What does the graphic representation of London to make congestion worse rather than better?
taxis (Source 5.43) reveal about transport flows in Explain your response.
large cities? Investigate and create
2 What are the causes of traffic congestion? 5 As the planner responsible for traffic congestion in
3 What problems does traffic congestion cause for your city, you have chosen one of these solutions to
people and cities? put into place. Design an advertising campaign that
Apply and analyse explains this solution to drivers and the general
public. Remember to explain it clearly and simply
4 Here we have described many possible solutions to
and to point out the benefits of this solution for
traffic congestion.
drivers and for all the residents in the city. You
a Which do you believe are the three solutions
may choose to create a poster, brochure, bumper
most likely to relieve congestion? Explain your
sticker or short TV or radio ad explaining your
response.
campaign.
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Source 5.44 Areas designed for young people, Source 5.45 Stage
like this free graffiti wall in Warringah, can one of Fremantle’s
increase youth participation in the community. Esplanade Youth Plaza
REVIEW 5.2.9
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. LIVEABLE PLACES 191
Use landfill sites to Encourage greater Reduce water consumption by individuals and
generate electricity recycling of communities with water pricing, water restrictions and
from biogas and plastics and paper. community programs, such as replacement of high-flow
biomass. showerheads.
Instigate city-wide
Encourage program to treat
the reuse and Waste Water waste water to a
conversion of old drinkable level.
buildings rather than
demolishing them to
build new ones.
Design and build
homes that collect,
use, treat, recycle
Use cleaner energy,
and reuse water.
such as solar and
wind power. Making our cities
more sustainable
Reduce energy
Reduce car use use by using more
and distance of car efficient cars and
journeys. Increase Air Energy appliances.
public transport
use, walking and
cycling.
Generate electricity
from renewable
Prevent urban sprawl as more sources, such as solar,
Construct buildings with open central compact cities use less energy for wind and geothermal
spaces and aerodynamic roofs. transport than large, sprawling cities. energy.
Source 5.46 Concept map showing strategies for a more sustainable city
40
where Launceston residents were given $500
MATTER (AIR POLLUTION)
REVIEW 5.2.10
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. LIVEABLE PLACES 193
1
2
3
different countries
Identify four factors that can be used to rank the liveability of cities. [4 marks]
Why do geographers rank liveability? [3 marks]
Where in the world are the most liveable cities located? [2 marks]
4 Where in the world are the least liveable cities located? [2 marks]
5 Identify:
a three issues or problems that reduce a city’s liveability. [3 marks]
b the underlying causes of each problem. [6 marks]
c the impacts of each problem. [6 marks]
d two strategies to address each problem. [12 marks]
e the person or group responsible for carrying out each strategy. [6 marks]
6 Why are governments creating plans specifically to improve liveability for young people?
[5 marks]
7 Explain the relationship between liveability and sustainability. [6 marks]
TOTAL MARKS [ /55]
RICH TASK
Hamburg: a green city of the old port warehouses. HafenCity will
The city of Hamburg in Germany is one of provide housing for 12 000 residents and jobs
the most environmentally friendly cities in for around 45 000 people. It will create 10.5
the world. Green spaces, parks, woodlands kilometres of new waterfront and 26 hectares
and nature reserves make up 16.7 per cent of public parks, squares and promenades.
of the urban area and renewable energy The HafenCity community will use 30 per
accounts for 17 per cent of the city’s power cent less power thanks to environmentally
usage. Hamburg is one of the 20 most friendly design and materials and wind
liveable cities in the world. and solar-power technologies. Many
rooftops will be covered in greenery to slow
Hamburg is currently building an inner-city
stormwater run-off and reduce heat from
development called HafenCity in the location
the development.
BACKGROUND
MIDDLE GROUND
Source 5.49
An oblique aerial
photograph of
the HafenCity
development in
Hamburg, Germany.
It is Europe’s FOREGROUND
largest inner-city
redevelopment
project.
CHECKPOINT
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06_INS_G4_04966_TXT_SI.indd 196
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.
21/06/2016 11:40 am
WATER AS A RESOURCE 6
CHAPTER
VALUING AND
MANAGING WATER 7
CHAPTER
Hoover Dam - A massive dam. Hoover Dam was built in 1936 on the Colorado River
in the United States. Located at a height of 221 metres, it serves as an irrigation
supply, flood control, recreation and a source of hydroelectricity.
ver gives
the Ganges Ri
thing in the holy waters of
believe that ba
ndus in India
Source 6.1 Hi essings.
bl
them spiritual
WATER
WATER AS A RESOURCE
A resource is anything we use to satisfy a need or a want. Resources we use from the natural
world are called environmental resources. All life on Earth depends on these environmental
resources to survive. The water we drink, the Sun we depend on for light and warmth, the soil
we use to grow our crops, and the trees we rely on to produce the oxygen we breathe are all
environmental resources. As the world’s population grows, we continue to place more and
more pressure on these resources. The availability of many of these environmental resources
(including oil, forests, and of course, fresh water) is becoming increasingly uncertain.
CHECKPOINT 6.1
6.2
HOW DO NATURAL AND HUMAN PROCESSES
INFLUENCE THE DISTRIBUTION AND AVAILABILITY
OF WATER AS A RESOURCE?
SECTION
In this section you will investigate:
∙ how the operation of the water cycle connects people and places
CHECKPOINT 6.2
GEOGRAPHER’S TOOLKIT
Geographical concepts Geographical inquiry skills Geographical tools
∙ Space: spatial distribution ∙ Acquiring geographical ∙ Maps: topographic maps,
of global water resources information political maps, sketch
∙ Environment: the effect of ∙ Processing geographical maps, choropleth maps
human activities on natural information ∙ Fieldwork: virtual local
environments ∙ Communicating area
∙ Interconnection: geographical information ∙ Graphs and statistics:
how people affect the pie graphs, bar graphs,
environment such as climate graphs,
people’s use of water on its proportionate graphs
quality and availability as a ∙ Spatial technologies:
resource satellite images
∙ Scale: management of ∙ Visual representations:
geographical challenges ground photographs,
across a range of scales oblique aerial photographs,
from local to global cartoons, annotated
∙ Sustainability: pressures diagrams, posters,
on the Earth’s water presentations, infographics
resources
∙ Change: changes to
resources over time
through natural and human
geographical processes
and events
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. 199
REVIEW 6.1.1
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 201
Rain falls.
Convectional rainfall – Temperatures during the day warm the ground causing
warm air to rise rapidly and condense at high altitude. This produces heavy
rain and thunderstorms.
REVIEW 6.1.2
Remember and understand understand how rivers change the landscape. How
1 What is the water cycle and why is it considered a do you think the rivers shown in Source 6.4 have
closed system? changed this landscape?
2 What causes water to fall as rain? 7 What type of rainfall do you receive most often in
the place where you live? Why will the answer differ
3 List these words in the correct order within the
for students who live in other parts of Australia?
water cycle: precipitation, condensation and
evaporation. Now write a definition for each in your 8 Salt water in oceans cannot be drunk or used to
own words. water crops. Is salt water an available or potential
resource?
Apply and analyse
Investigate and create
4 What is the difference between frontal rainfall and
orographic rainfall? How are they similar? 9 Imagine that you are a water droplet in a cloud.
Describe your journey through the water cycle in
5 Why do you think the wettest place in Australia
language that a young child would find interesting.
is near Tully on the eastern slopes of the Great
Here is a start: ‘Floating along with billions of
Dividing Range in Queensland? You might like to
my closest friends, I thought nothing would ever
find Tully in an atlas to help with your answer.
change …’
6 The water cycle helps us to understand how
water moves in our world but it can also help us
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 203
Groundwater
plants and rivers 1.6%
When it rains, water seeps into the soil to provide
animals 0.8% atmosphere 9.5% moisture for plants to survive. As water passes through
the spaces between soil and rock it becomes groundwater.
In the saturated zone, all the spaces between soil and
Source 6.5 Distribution of the world’s water
rock particles are filled with water. The top of this zone is
referred to as the water table (see Source 6.6).
Groundwater is fed by surface water from rainfall and
rivers and naturally comes to the surface at springs or
at oases in dry areas. Groundwater is also drawn to the
windmill rainfall surface by bores drilled into the ground. Most of Perth’s
water is drawn from an underground aquifer, a layer of
permeable rock that stores water.
AT L AN T IC
O CEAN
PACIF IC
O CEAN
INDIA N
OCE A N
ATLA NTIC LEGEND
OCE A N Available freshwater resources
(cubic kilometres per year)
1000 100
Africa Oceania
Asia North America
Europe South America
Source 6.7 Countries that appear fat are water rich; those that appear thin are water poor.
Source: Oxford University Press
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 205
ANTARCTICA: LANDFORMS
N
Commonwealth
South Magnetic Pole Bay
Commonwealth
South Magnetic Pole Bay SOUTHERN
T R T R
Mount Erebus
ROSS SEA
S OOUCTEHAENR N
A N AS N
3794 m
MountScott Base
Erebus
ROSS SEA
OCEAN
(New Zealand)
B m
3794
A S
Scott Base
0
(New Zealand)
N A N
200
Casey (Australia)
B Ross Ice Shelf
T
A
0
A
200
Lesser
R
AMUNDSEN SEA
A
C
A
WL ee ss tseerrn)
(W
T
0
00
R
C
I
3 AMUNDSEN SEA
C
0
00 C
I
3
O
Vostok (Russia) M 2A
00
n tarctica
U
0 Vinson Massif
D AV I S South Pole
N
N
N
5140 m
O
SEA 20
T
40 00
U
00 Vinson Massif
A
D AV I S South Pole
N
N
N
5140 m
I N I N
SEA G400r e a t e r
T
BELLINGSHAUSEN SEA
0
A
S
((E
E ar e
G s ta et re n)
r) Ronne BELLINGSHAUSEN SEA
00
Ronne Peninsula
00
Peninsula
Mawson (Australia) Larsen
Ice Shelf
Larsen
L E G E N D Mawson (Australia) Ice Shelf C
Ice sheet
LEGEND C
Mountainous area
Ice sheet WEDDELL SEA
Ice shelf
Mountainous area
WEDDELL SEA
Mountain peak
Ice shelf
Scientific base
SOUTHERN
Mountain peak
Contour with values
2000 (intervals of 500 m)
Scientific base
S OOUCTEHAENR N H A A K O N VII SEA
N
0 400 800 1200 km
Antarct
ic Circle
Contour with values
2000 (intervals of 500 m) OCEAN HAAKON VII SEA
N
0 400 800 1200 km
Antarct
ic Circle Height
(metres)
Vinson Massif
Height
5000
5140 m (metres)
4000
A Greater Antarctica TRANSANTARCTIC 5000
MOUNTAINS Vinson Massif 3000
Casey (Australia) Lesser Antarctica 5140 m 4000
B Antarctic Peninsula
A Greater Antarctica TRANSANTARCTIC 2000
ice sheet Scott Base (New Zealand)
MOUNTAINS ice sheet C 3000
Casey (Australia) Lesser Antarctica Antarctic Peninsula 1000
B Ross Ice Shelf 2000
ice sheet Scott Base (New Zealand) ice sheet C 0 Sea level
1000
Ross Ice Shelf –1000
bedrock 0 Sea level
–2000
0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000 5500 6000 6500 –1000
bedrock
Kilometres –2000
0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000 5500 6000 6500
Kilometres
Source 6.8
Source: Oxford University Press
Antarctica contains nearly 70 per cent of the world’s fresh water as ice in an ice sheet that STRANGE BUT TRUE
covers large sections of bedrock (solid ground) in Antarctica. The ice sheet has an average
thickness of 2500 metres and scientists have found places where the ice is thought to be The Antarctic has
been covered in ice
twice this thickness. If this ice were to melt, sea levels around the world would rise by up to
for more than 30
60 metres. Because the temperature in the interior of Antarctica remains below freezing, any
million years. Right
snow that has fallen there in the last few million years has never melted and has gradually now, it is covered by
formed into a great dome of ice. The ice is gradually moving towards the sea away from the 10 000 trillion tonnes
centre of the continent. As it reaches the sea, the ice breaks off into gigantic icebergs. of snow and ice.
REVIEW 6.1.4
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 207
40 400 40 400
35 350 35 350
30 300 30 300
TEMPERATURE (°C)
TEMPERATURE (°C)
RAINFALL (MM)
RAINFALL (MM)
25 250 Darwin 25 250
20 200 20 200
15 150 15 150
Tully
10 100 Northern 10 100
5 50 Territory 5 50
0
JFM A M JJA S O ND
0 Queensla nd 0
JFM A M JJA S O ND
0
Month rn Alice Springs Month
f Caprico
Tropic o
DARWIN Western ALICE SPRINGS
A ustralia Brisbane
Lake Eyre
Average temperature Rainfall Average temperature Rainfall
45 450 45 450
South Ne w South
40 400 40 400
Wales
Perth A ustralia
35 350 Sydney 35 350
LEGEND Adelaide
Average annual rainfall ACT Canberra
30 300 Victoria 30 300
(millimetres)
TEMPERATURE (°C)
TEMPERATURE (°C)
RAINFALL (MM)
RAINFALL (MM)
Over 2400 Melbourne
25 250 25 250
1600 to 2400
20 200 1200 to 1600 20 200
600 to 1200
15 150 200 to 600
Tasma nia 15 150
Under 200 Hobart
10 100 10 100
Great Artesian
Basin 0 400 800 km
5 50 5 50
0 0 0 0
JFM A M JJA S O ND JFM A M JJA S O ND
Month Month
ADELAIDE SYDNEY
Source 6.11
Source: Oxford University Press
REVIEW 6.1.5
Remember and understand reading the correct scales. For more information
1 Why do many Australians live on the southern and on reading a climate graph refer to section GT.3 of
eastern coast? ‘The geographer’s toolkit’.
2 Where are the wettest regions of Australia? Where a Which is the most water poor of the four places
are the driest regions? shown? Why is this?
3 How do many farmers and communities in inland b Which has the most even or reliable rainfall
Australia access more water? throughout the year? Why is this?
c Which has the most seasonal rainfall?
Apply and analyse
6 Create your own climate graph for your school
4 Use the PQE method outlined in the Skill drill on or neighbourhood. Using a rain gauge, or same-
page 205 to describe the distribution of Australia’s size plastic containers for comparison, record the
rainfall from Source 6.11. daily amount of rainfall over a given week (check
Investigate and create weather forecasts to plan for a rainy period). Also
record the daily maximum temperature reading
5 Four climate graphs are shown in Source 6.11.
from a classroom thermometer, or from the nightly
Each of these gives us two important pieces of
news weather report. Once you have collected all
information about the climate at a particular place.
your data, you are ready to create your climate
Rainfall is shown as a series of blue bars while
graph. (Refer to the Skill drill on drawing climate
average temperatures are shown with a red line.
graphs on page 217 in this chapter.)
The trickiest part of reading a climate graph is
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 209
Bourke
Climate change
Louth
Australians have come to see drought as part of the natural cycle of rainfall patterns, but a
Tilpa new threat now faces us – and it is one we do not fully understand. For years scientists have
been warning us about the possibility that our climate is changing. While the vast majority
Cobar
of the world’s scientific community now accepts that the planet is warming due to the effects
0 25 50 km
of greenhouse gases, these experts are much less sure how this will affect specific places and
specific climates. It appears that climate change will mean less water for many Australians in
Source 6.12 These satellite the future, putting even greater pressure on our current supplies. Much of Australia’s fresh
images of the Darling River water comes from water collected in rivers, lakes and dams. This water will evaporate more
show the river affected
by drought in 2011 (top), quickly in the future, meaning that there will be less available for use in cities and rural
and flooded in March 2012
areas. Source 6.15 shows the trends in annual rainfall over the last four decades. The green
(bottom). These images use
a photographic technique to areas have had an increase in rainfall while the yellow and brown areas have had a decrease.
help geographers distinguish
between water and land. The
colours used in the image are
blue for water, bright green
for vegetation, and an earth- I love a sunburnt country, Core of my heart, my country!
tone for bare ground. A land of sweeping plains, Her pitiless blue sky,
Of ragged mountain ranges, When sick at heart, around us,
Of droughts and flooding rains, We see the cattle die –
I love her far horizons, But then the grey clouds gather,
I love her jewel-sea, And we can bless again
Her beauty and her terror – The drumming of an army,
The wide brown land for me! … The steady, soaking rain …
Source 6.13 Part of the poem ‘My Country’ by Dorothea Mackellar (1908)
50.0
Capricorn 40.0
Tropic of
30.0
20.0
Brisbane 15.0
10.0
5.0
0.0
Perth –5.0
Adelaide Sydney –10.0
Canberra –15.0
Melbourne –20.0
–30.0
–40.0
–50.0
0 400 800 km Hobart
REVIEW 6.1.6
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 211
LEGEND
Asia
55% 32 200 km3 Rainfall (km3)
North America
Evaporation (%)
55% 18 300 km3
Africa
Run-off (%)
South America 80% 22 300 km3
57% 28 400km3
45% 45%
Europe
65% 8 290 km3
35%
43% 20%
Australia and
Oceania
65% 7 080 km3
35%
Source 6.16 Average volume of
yearly rainfall, evaporation and
run-off by world region
Source: FAO Aquastat
Arctic Circle
Nuuk
EUROPE
ASIA NORTH
ATLANTIC
AMERICA
PACIFIC OCEAN OCEAN
Lhasa New Orleans
Tropic of Cancer Cairo
AFRICA
LEGEND
Equator Singapore mm
ATLANTIC Over 2000 SOUTH
OCEAN INDIAN OCEAN AMERICA
1500 to 2000 Santa Cruz
Tropic of Capricorn
Carnarvon AUSTRALIA 1000 to 2000
500 to 1000
250 to 500
Christchurch
0 2500 5000 km Under 250
Source 6.18
Source: Oxford University Press
REVIEW 6.1.7
Remember and understand c Which part of Asia is the wettest? What are some
1 Use Source 6.16 to rank the six inhabited continents of the advantages and disadvantages of high
from the continent with the most run-off to the rainfall?
continent with the least. Investigate and create
2 Which river carries the most water and how does it 4 Does the region north of the Arctic Circle have low
compare to other rivers? or high rainfall? How might much of the water in
Apply and analyse this region be stored?
3 Look carefully at Source 6.18. 5 Indigenous peoples such as the Sami of northern
Scandinavia have lived in these regions for many
a Which region of the world is the wettest? Why do
years. Conduct research into their daily lives
you think this is the case?
and produce an infographic, poster or other
b Which part of Africa experiences the lowest
presentation showing how they coped in this harsh
rainfall? What type of landscape would you
environment.
expect to find here?
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 213
Arctic Circle
N O RT H
EURO P E AS IA A M ER IC A
AT L A N T I C
OC EAN
Tropic of Cancer
A FR IC A PAC IF IC OC EA N
Equator LEGEND
AT L AN T I C Percentage of population SOU TH
with access to safe
OCEAN drinking water A M E RIC A
IN DIA N OC E AN
100
Tropic of Capricorn
90 to 99
AUS T R A L IA
70 to 89
50 to 69
Under 50
No data available
0 1500 3000 km
Source 6.21 In Chad, as in
many African countries,
each day begins with a Source 6.22
walk to the village well.
Source: Oxford University Press
Source 6.23 This chart shows water consumption targets (known as ‘efficient’
consumption) for medium-sized properties (501–700 square metres) in
summer (November–January) and winter (May–July).
Source: Water wrap, 2008–2013
REVIEW 6.1.8
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 215
Month J F M A M J J A S O N D
Rainfall (mm) 76 74 79 41 8 0 0 0 3 10 23 48
Temperature (°C) 29 28 27 25 22 20 20 23 25 29 29 30
Cu
inquiry skills and tools:
an
Zam
do
» Concepts: Place,
be
Ri
C
Cu
ui
ve
zi
ene Rive to
r
Cun
ba
Space, Environment,
Ri
r Ri
ng
ver
ve
R iver
o
r
Rundu Interconnection,
Etosha
Pan
Scale, Sustainability
Grootfontein Okavango » Inquiry skills:
Delta
Acquiring
B OT S WA NA
Makgadikgadi
geographical
Pan information,
LEGEND
Windhoek Average annual rainfall Processing
(millimetres) geographical
NA MIBIA Over 500
� ��� ��� ��
400 to 500
information,
300 to 400 Communicating
200 to 300
geographical
100 to 200
Fish Ri v er
information
Under 100
Source 6.26
Existing canal
Source: Oxford University » Tools: Maps, Graphs
Proposed pipeline
Namibia S O UT H Permanent river Press and statistics
A F RIC A Temporary river For more information
Country border
Oran
ge R i v
r
about these concepts,
e
Climate graphs combine bar graphs and to find the lowest and highest
line graphs to help us interpret the climate rainfall figures that you will need
in a specific location. In order to draw a to show on your graph. In this
climate graph, geographers gather climate example, Windhoek’s rainfall varies
CHECKPOINT
data – the monthly average rainfall and from 0 to 79 millimetres a month.
temperature – for the location they are Decide on a scale that shows this
investigating. range of data, then place it on the
Step 1 Look carefully at the climate data right-hand axis of your climate
to find the lowest and highest graph.
temperature figures that you will Step 4 Plot the rainfall on your graph by
need to show on your graph. In this drawing a blue bar to the correct
example, Windhoek’s temperature height for each month. You may like
varies from 20 to 30 degrees to very lightly shade the bars with a
Celsius. Decide on a scale that blue pencil.
shows this range of data, then Step 5 Complete your graph with a
place it on the left-hand axis of suitable title and a label for each of
your climate graph. the three axes.
Step 2 Using graph paper, plot the
temperature data on your graph
Apply the skill
by placing a small, neat dot in the 1 Using the steps shown above and the
centre of each month at the correct data in Source 6.25, construct a climate
height. Join the dots with a smooth graph for Windhoek.
red line and continue the line to the
edges of the graph.
Step 3 Look carefully at the climate data
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 217
INFLUENCE THE sources. Generally, three main factors relating to water influence
where people settle: historical and enviornmental factors,
DISTRIBUTION agriculture, and trade and transport.
AND
AVAILABILITY
OF WATER AS A
RESOURCE? Source 6.27 The water that flows through
the river systems around the world connects
people and places in many ways.
Agriculture
Communities also rely on fresh water to grow crops and farm animals. The
availability of fresh water will determine the sorts of crops grown. In places
where water is limited, crops that need little irrigation, such as corn,
will be grown. Crops that rely heavily on water, such as rice, are grown on
floodplains where water is plentiful. These floodplains and deltas, located
on flat land where rivers meet the sea, have particularly rich soil because of
the deposits of silt that have travelled down the river from the mountains.
REVIEW 6.2.1
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 219
CASE STUDY In 2000, a storage pond used by a gold mine in Romania burst its banks. Around 100 000
cubic metres of water containing poisonous cyanide spilt into a local river that flowed into
the Tisza River in nearby Hungary.
Tisza River The cyanide spill killed much of the fish and plant life for several hundred kilometres
pollution, downstream. Drinking water was polluted in four different countries: Romania, Hungary,
2000 Serbia and Bulgaria.
Source 6.31 A
Hungarian fisherman
pulls out toxic fish from
Lake Tisza on the Tisza
River 12 days after a
serious chemical spill
upstream in Romania
on 30 January 2000.
CASE STUDY In 2011, the people of Thailand experienced some of the worst flooding they had seen
for decades. Areas of Thailand are prone to flooding as the annual monsoon brings
heavy rain, particularly in the north of Thailand. In early 2011, a tropical cyclone
Thailand combined with the monsoon to more than triple the amount of rain falling on northern
floods, 2011 Thailand. As heavy rains continued for several months, rivers burst their banks in the
mountainous north, resulting in flash flooding and at least 13 deaths.
Kong Krailat
Lom Kao
Phitsanulok
Bang Rakam
Lom Sak
Phran Kratai
Bang Krathum
Nan River
Pi
ng
Taphan Hin LEGEND
Khlong Khlung
Flooded area
Ri
mid-August 2011
ve
r
Bang Mun Nak mid-September 2011
mid-October 2011
Chum Saeng 14–15 November 2011
Urban area
Nakhon Sawan Major river
Wichian Buri
Watercourse/canal
Uthai Thani
THAILAND
Source 6.32 Floodwaters in the main street of Ayutthaya during the Ta Khli
floods in Thailand in 2011 shut down the city and resulted in many Wat Sing Ban Lam Narai
deaths. Chainat
Khok Samrong
Ban Mi
Pa Sak Jolasid
In Buri
Dam
Lop Buri
Flooding continued downstream in many large towns Doem Bang
Nang Buat
Sing Buri
Cha o Phray a
built beside rivers. Soon the country’s capital, Bangkok, Sam Chuk
Phra Phutthabet
became the area of greatest concern. Located on a low Si Prachan
Ang Thong
Ban Mo
Kaeng Khoi
floodplain at the mouth of the Chao Phraya and Tha Chin Suphan Buri Pa Mok Phachi
Sara Buri
rivers, Bangkok is very prone to flooding and, despite Tha Chin Phra Nakhon
Ayutthaya
an intricate system of flood walls and canals, much of Sena Ban Na
Nakhon Nayok
the city flooded. By the time the floodwaters receded,
R iv
er
Ma
they left more than 500 people dead and a damage bill of
Prachin Buri
eK
River
lon
g
more than US$45 billion. Ri
ve Pak Kret
r Nakhon Pathom Nonthaburi
Ban Pong Bang Khla
BANGKOK
Krathum
Thon Buri Chachoengsao
Baen Samut
Photharam Prakan
Source 6.33
Samut Sakhon Bang Pakong
0 25 50 km
Source: Oxford University Press Gulf of Thailand Phanat Nikhom
REVIEW 6.2.2
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 221
r
ve
Murray–Darling Ri
g
Basin rlin
Da
Murray Riv
er
Lake Hume
0 200 400 km
REVIEW 6.2.3
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 223
40
18
Sha Ping
17 Long Tan Ping
Hei Yan Zi 0
400
20
Tai Ping Xi Zhen
16
200
412
15 Wu Xiang Miao
Da Yan Tou
Shuang Shi Ling
14
Pan Jia Wan
0
Yan Zhu Yuan
40 Ying Zi Zui
13
Li Jia Wan
Bai Shi Xi
R
E
IV
206
12 Jin Gang Cheng
Loc R
20 ks San Duo Ping
0
618 E
TZ
30° 50’ N
11 438 G
N
YA 40
0
Sandouping
10
Three Gorges Dam
i
iao Z
09 Bai M
Yang Jia Wan
600
08 731
200
563
363
80
07
0
96 97 98 01 02 40 03 04 05 06
0
20
0
0
728
Built-up area
REVIEW 6.2.4
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 225
RICH TASK
The Ok Tedi mine became more difficult. The change in the
The Ok Tedi copper and gold mine is located river bed led to frequent floods that spread
at the headwaters of the Ok Tedi River, a contaminated mud onto 1300 square
tributary of the Fly River, in Papua New kilometres of farms by the Fly River. The
Guinea. During mining operations large discharge from the Ok Tedi mine caused
amounts of chemicals are used to separate great harm to the 50 000 Indigenous people
the precious minerals from other rocks. who live in the 120 villages downstream
of the mine. Millions of dollars in
These chemicals, along with the residue of
compensation was paid to those affected by
rocks and ore (known as tailings), need to
the misuse of the river system.
be disposed of. In order to
do this, the mine owners Acquiring geographical information
(BHP) built a dam known 1 What competing uses were there for the
as the tailings dam. The Ok Tedi and Fly rivers?
tailings dam allowed 2 What problem did BHP have managing
heavy metals and solid the polluted water in their tailings dam?
waste from the mine to
3 What environmental impact did the
settle. Cleaner water
tailings have on the rest of the river?
would then be released
into the river system. Processing geographical information
Unfortunately, an 4 What social impact did the actions of
earthquake in 1984 BHP at the Ok Tedi mine have on the
collapsed the tailings Indigenous users of the river?
dam. BHP argued it was Communicating geographical information
too expensive to rebuild it.
5 Give another example where change
Since 1984 the mine
in water use in one part of a river has
has discharged 70 million
affected water users downstream. You
tonnes of tailings into the
may like to look into a local river for
river system each year.
comparison.
Chemicals from these
tailings destroyed wildlife, 6 Many NGOs (non-government
particularly fish, in the organisations) and not-for-profit
river, and the materials organisations work hard to bring
dumped into the river clean, safe drinking water to remote
changed a deep and slow or disadvantaged people, many in
river into a shallow river developing countries (see Sources 6.47
with rapids. Transport and 6.48). Research one such example
up and down the river and report your findings to the class.
Source 6.43 The Ok Tedi mine
CHECKPOINT
Identifying change over time
SKILL DRILL
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.WATER AS A RESOURCE 227
of water
million litres
Desert uses 5
in the Nevada
7. 1 Th e Ca scata Golf Club greens.
Source s and
ate its fairway
per day to irrig
CHECKPOINT 7.1
CHECKPOINT 7.2
GEOGRAPHER’S TOOLKIT
Geographical concepts Geographical inquiry skills Geographical tools
∙ Environment: the effect of ∙ Acquiring geographical ∙ Maps: political maps,
human activities on natural information sketch maps, choropleth
and human environments ∙ Processing geographical maps, relief maps
∙ Interconnection: information ∙ Fieldwork: virtual local
how people affect the ∙ Communicating area
environment such as geographical information ∙ Graphs and statistics: pie
people’s use of water on its charts, bar graphs
quality and availability as a
∙ Spatial technologies: GIS
resource
∙ Visual representations:
∙ Sustainability: pressures
ground photographs,
on the Earth’s water
oblique aerial photographs,
resources and landscapes
satellite images, cartoons,
annotated diagrams,
posters, presentations,
infographs
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. 229
UNEVEN whereas 70 per cent is used to irrigate farms. This irrigation provides us with much of
the food we eat, so it must be included when we think about how much water each of us
DISTRIBUTION personally consumes. When you add this water to the amount used to make other products
OF WATER we use every day, such as shampoo and toothpaste, every Australian is responsible for using
RESOURCES over 1 million litres of water per year! Source 7.2 outlines the various ways in which we all
HAVE ON PEOPLE, use water.
PLACES AND
ENVIRONMENTS?
Source 7.2 In Australia we use large amounts of water in many different ways.
Spiritual uses
Water holds a special significance
for almost all world religions.
It often plays a key part in religious
ceremonies.
Firefighting
Firefighters around the world rely
heavily on a constant supply of
water in order to carry out their work.
Domestic uses
The average Australian household uses over
350 litres of water a day for drinking, preparing
food, washing, cleaning, flushing toilets, cleaning
cars, and watering lawns and gardens. Toilets and
bathrooms account for about 40 per cent of this
domestic water use.
Environmental needs
As well as being used for human consumption, fresh water
is a vital part of the natural environment. Taking too much
water from a river can cause many environmental
problems, such as weed growth, fish deaths and salt build-up.
Remember and understand 4 What other water uses can you think of?
1 What activity uses the most water in Investigate and create
Australia? How much of our water
5 a Using Source 7.2, identify two water
does it use?
uses that compete with one another
2 Explain how water can be used to help and so cannot easily exist beside
create electricity. one another.
Apply and analyse b Invent a solution to the problem you
3 Using Source 7.2, categorise each found above. This could be a real-
water use shown as either an off- world solution or something that
stream use (in which water is removed has not even been thought of yet.
from its source, either by pumping
or diversion) or an in-stream use (in
which water remains in place).
Power generation: coal-fired and nuclear power Power generation: hydroelectric power
Virtually all power stations use large quantities of water. Electricity can be generated from the energy of moving water.
Coal-fired power stations heat water to produce steam Usually, to do this a dam must be constructed across a river
that turns turbines to create electricity. Water is also and a lake formed behind it. This allows the river’s flow to be
used to cool the station. Nuclear power plants operate controlled and released through the dam to produce electricity.
in much the same way.
Snow-making
Artificial snow-making is
important in countries such as
Australia where natural
snowfalls can be infrequent.
However, many countries with
more regular snowfalls now
also use snow-making machines
in order to improve conditions
and attract more tourists.
Mining
The mining industry relies
Recreational activities heavily on water to cool
Recreational activities (such as water-skiing and swimming) machinery, enable drilling
generally have little impact on the quantity and quality of fresh and process minerals and
water. Pollutants in the water from industry upstream can iron ore taken from the ground.
affect water quality and make the water unsuitable for recreation.
Lake
Tonle Sap CAMBODIA
Phnom Penh M
VIETNAM
eko ng
Ri
Gulf of ve r South
Thailand China
Sea
Source 7.4 Satellite image of the Mekong Delta in Vietnam. Farming here is Source 7.5
dependent on the rich soils and plentiful water of the region. Source: Oxford University Press
Murray Valley
Swan Hill Irrigation Area
M Deniliquin
ur
ra
y
Ri
ve Corowa
r Murra
y River Source 7.7 Australian
Echuca
0 40 80 km
farmers carefully plough
Shepparton their fields to minimise
LEGEND
water wastage. They even
use lasers to ensure rice
Rice growing fields are as close to level as
Area of map Rice mill possible. Raised levees divide
large fields into individual
bays to allow farmers to
Source 7.6 carefully control the flow of
irrigation water.
Source: Oxford University Press
REVIEW 7.1.2
CASE STUDY The Murray River provides an excellent example of what happens when demand for river
water threatens to outpace supply. Water from the Murray River has many competing uses,
including irrigation, domestic urban water supply, industrial water supply, maintaining the
The Murray
natural environment, recreation, navigation, hydroelectricity and water storage. There are
River three major water storage dams on the Murray River. There are also 10 weirs (another
type of dam) built across the river to slow the river flow and allow towns to access the
water. Locks have been built where the water level can be raised and lowered to allow
boats to travel from one side of the weir to the other.
A series of pumps and pipes carries some of the water from the Murray River to water
users in towns, cities and farms many kilometres from the river (see Source 7.8). One of
these pipes carries water from the town of Mannum to Adelaide, 60 kilometres away. The
amount of water pumped from the river to Adelaide varies from year to year but can be as
high as 90 per cent of Adelaide’s water needs in some years.
Port Augusta
Iron Knob
Area of map
Whyalla
Port Pirie
Mo
rga
n–
Wh
ya
lla
Wallaroo Pipeline
S w an Reach Morgan
Moonta
Pip
el i n
Waikerie
River
e
Murray
Blanchetown
Swan Reach
Mannum Pipeline Source 7.9 This image was taken in 1981 when the mouth of the Murray
Adelaide River completely closed, creating changed conditions for wildlife and
Mannum plants in the region.
Edithburgh Murray Bridge
Pipeline Murray Bridge
Tailem Bend
Lake The agriculture sector is by far the largest user of water
Ta
ile
Goolwa Alexandrina
m Bend
Murray
from the Murray River. On average, 3780 gigalitres (3780
LEGEND Mouth Meningie Pi –Ke
pe ith billion litres) is diverted each year to irrigate farmland to grow
lin
Urban area e crops and raise livestock. Clearing of native vegetation in the
Pipeline Keith river valley has enabled irrigated crops and pastures to be
Weir 0 50 100 km grown, but also forced salty groundwater to the surface and
into the river. Along with pesticides and fertilisers, the salty
water causes problems for users downstream. Near the South
Source 7.8
Source: Oxford University Press
Australian town of Waikerie a system of pumps intercepts
REVIEW 7.1.3
Remember and understand b Use the scale to estimate the distance water
1 What competition is there for Murray River water? travels from Swan Reach to Edithburgh.
2 Identify the two major uses of Murray River water. Investigate and create
3 Explain how the competing water uses of boating 8 Draw a map of Source 7.10. Use a legend to show
and water storage in weirs have been catered for the following features: the Murray River, irrigated
along the Murray. farmland, irrigated golf course and sporting
4 What problems have been caused downstream by ground, a marina for houseboats and the town of
upstream usage of the Murray River water? Mannum.
Apply and analyse 9 Complete a map of your local area showing all the
water sources (such as rivers, creeks, dams and
5 Explain why it is difficult to manage the water
reservoirs) and the links to where the water from
resources of the Murray River.
these sources is used (for example, housing, sports
6 In the left foreground of Source 7.10 you can see a
fields, farms and industry).
small marina and a residential development. Are
10 Research the Murray–Darling Basin Authority
these developments at a local or regional scale?
(MDBA) and report back to the class on a specific
7 Examine Source 7.8.
aspect that the MDBA is involved in. You may find
a How many pipelines are shown that access water the educational resources on its website useful.
from the river?
CASE STUDY The Ganges River begins high in the Himalayan mountains, and travels across India
before flowing east into Bangladesh and into the Bay of Bengal. In total, the river is 2525
Ganges River, kilometres long. The Ganges is worshipped by Hindus, who believe bathing and praying in
the river purifies them. This sacred river is also used by millions of Indians who live along
India its banks and depend on it for their daily needs.
In the last 30 years, India’s population has grown to nearly 1.2 billion people; one-third
of these people live along the banks of the Ganges. Huge increases in the size of cities,
factories and agriculture have put enormous pressure on the river. Irrigation canals siphon
off large amounts of water to grow food for the country’s increasing population. Untreated
waste-water is dumped into the river from cities and towns that lack proper sewage-
treatment facilities. Around 25 per cent of India’s population work in manufacturing and
Rawalpindi
Ra
aawalpindi
walpindi
A K I S TA
Jammu
Jamm
Jammu Over 5 000 000 people NI Land relief
H
NG
Lahore 1 000 000 to 5 000 000 people JIN
I Cropland
G
Amritsar 500 000 to 1 000 000 people
MO
Shimla CountryUNborder
TA
M
PA
Source 7.13
Source: Oxford University Press
REVIEW 7.1.4
Source 7.14 Aboriginal links to water in the Kimberley region Source 7.15 In the past, Indigenous Australians communicated the
go back thousands of years. These scenes were created by the location of water resources through symbols on maps (like this
Worrorra people on a cave ceiling about 8000 years ago. The scene one) and through spoken instructions and stories.
is said to depict a ‘great fish chase’, showing figures representing
both Rock Cod and Dugong and their Wandjina captors.
Aboriginal people also passed on their knowledge of water resources through stories. The
Worrorra people live in the Prince Regent River region of the Kimberley. Their Dreaming (or
Lalai) stories tell of the formation of the Prince Regent River.
The stories tell of how the Wunggurr snake (a creator) dug a path where the Prince
Regent River now flows by travelling from far inland to the sea. Other creator beings called
Wandjina then took the animal forms of Rock Cod and Melo (a large sea snail), and created
Malandum (the Prince Regent River) by swimming upstream along this path. At what is
now called King Cascade Falls, Rock Cod was forced to stop abruptly by the Lalai Bowerbird
and thrust herself against the soft mud, where she created a step-like cliff. Today, a waterfall
flows over these rocks from the stream above where the Bowerbird lives (see Source 7.17).
REVIEW 7.1.5
RICH TASK
The Aral Sea lake in the world. Today, it is the thirty-first
The Aral Sea is located on the border of largest. Over the same period of time, the
Kazakhstan and Uzbekistan. In the early lake has also become five times saltier.
1960s, the two rivers that channelled water The Kara Desert covers about 70 per cent
to the Aral Sea, the Amu River and the Syr of the land area in Turkmenistan. It is crossed
River were diverted to irrigate areas of the by the 1375-kilometre Karakumski Canal,
surrounding desert to grow rice, melons, the second largest irrigation canal in the
cereals and cotton. From 1960 to 1998, the world. The canal brought a water supply to
size of the Aral Sea shrank by 60 per cent, the town of Ashkhabad and allowed farming
and its volume was reduced by 80 per cent. to take place in the desert, particularly cotton
In 1960, the Aral Sea was the fourth largest growing. Leakages from the canal allowed
50 per cent of the water to escape.
ARAL SEA BASIN: WATER RESOURCES
KIRGHIZ STEPPE
LEG END
Atasu
Desert Highland Akadyr
Country border Town/city
Atyrau Chelkar Country
Kulsary Grassland Zhezkazgan
Mountains River
KAZAKH UPLANDS
capital city
Shrubland Irrigated area Lake
Balkhash
Aralsk
Saryshagan
Lake Balkhash
ARAL SEA Kazaly
Fort Shevchenko Beyneu Baykonur Koshkarbay
Qaratau
rR
Kara Balta
BISHKEK
r
Nukus
Kara
Bogaz
U Z B E K I S TA N Chimkent Talas Lake Issyk
Gol Bay Dashoguz K Y R G Y Z S TA N
Sarygamysh Urgench Toktogul Reservoir
Naryn AN
CASPI
Lake Zarafshan SH
Shardara Dam TASHKENT EN
TI
Am
Turkmenbashi Angren
Kokand Andizhan
u Ri
Turkmenabat
rkant
TA J I K I S TA N
University Press Abadan
Karshi
DUSHANBE
Shache
Ya
ASHKHABAD Denau
Gonbad-e Kavus Karakumski Ca
nal Kerki Kulob
Amol Kaka Mary PAMIRS
Sari Gorgan Tedzhen Kurgan Tyube
Termez Khorog
Andkhoy Feyzabad
Kunduz
Meshed Sheberghan
Semnan Mazar-i-Sharif
IRAN Baghlan Gilgit HIM
Maimana SH
KU PA K I S TA N AL
AY
0 100 200 300 km Kashmar
A F G H A N I S TA N DU AS
HIN
Satellite images help geographers Step 2 Try to pick the key features. For Processing
view large areas of the Earth’s surface. example, water courses (rivers and geographical
information
Special cameras in orbiting satellites lakes) might be coloured differently
» Tools: Maps, Spatial
700 kilometres above the ground record to their natural colour to help
technologies, Visual
variations in the light reflected on the highlight them. Built-up areas are
representations
Earth’s surface. Satellite images can show also good to look for to help you
For more information
different features on the Earth’s surface gain an understanding of the human
about these concepts,
through colour variations on the image. uses of the landscape in the image. skills and tools, refer
Sometimes this colour variation is natural to ‘The geographer’s
but it can also be added by computer to Apply the skill
toolkit’.
highlight specific features. The natural 1 Study Source 7.20.
colour satellite images of the Aral Sea in a Describe how the Aral Sea has
Source 7.19 accurately record the shrinking changed between 2000 and 2011.
size of the lake from 2000 to 2011. b What colour represents deep water
Step 1 Understand the size of the area you on these satellite images?
are looking at in the image. Is it a c What is the shallowest part of the
CHECKPOINT
large-scale image of a small area lake in 2000?
or an image that covers a large d What type of land surrounds the
region? Use the scale, if given. Aral Sea in 2000 and 2011?
If there are two images for e Use the scale to estimate the length
comparison, as in Source 7.19, what of the longest remaining part of the
can be easily identified in both? Aral Sea in 2011.
a p pro
a p pro
a p p r x i m ate
a p p r o x i m at e
xi m
xi m
a te
a te
sh
sh
or
or
eli
eli
sh
sh
ne
ne
19
or
19
or
,
,
e li
60 60
el
e, ,1
in
ne
19 97
73 3
0 50 100 km 0 50 100 km
Source 7.19 Satellite images of the Aral Sea in 2000 (left) and 2011 (right)
Water scarcity contributes to the deaths of many African children. Local water sources
may contain harmful bacteria that cause diseases, such as typhoid and dysentery. These
diseases are spread by drinking and washing in contaminated water. Equa
AT
Eighty-five per The most common solution to water scarcity in African villages is digging a well. A water well
cent of the world’s is created by digging or boring into the ground in order to reach groundwater in underground
population lives in aquifers. Clean water from a well stops people catching any water-borne diseases. Providing
the driest half of the clean and drinkable water for communities across Africa is a high priority for many of its
planet. developing countries and international relief agencies, such as World Vision, WaterAid and
the United Nations.
Source 7.20 A young girl in Guinea-Bissau enjoys clean water from Source 7.21 This woman in Zambia is collecting water from a
a new well that has been sponsored by the World Vision aid agency. dried-up river bed half a kilometre from her house. She uses a
saucepan to fill the large container, which she will carry on her
head or shoulder back to her home.
ARCTIC OCEAN
Arctic Circle
N O RT H
EUROPE ASIA AMERICA
ATLANTIC
OCEAN
Tropic of Cancer
Equator
LEGEND S O U TH
ATLANTIC
INDIAN OCEAN Freshwater availability AMERIC A
OCEAN (cubic metres per person per year)
Tropic of Capricorn Over 70 000
AU S T R A L I A 15 000 to 70 000
6000 to 15 000
2500 to 6000
1700 to 2500 (vulnerable)
1000 to 1700 (stressed)
0 1500 3000 km 0 to 1000 (scarce)
No data available
Source 7.23
Source: Oxford University Press
REVIEW 7.2.1
manufacturing 5%
20 to 30
rn
f Caprico 15 to 20
Tropic o
10 to 15
5 to 10
0 to 5
irrigated
Brisbane
0 sewerage and
0 to –5
drainage 12% agriculture
55%
–5 to –10
Perth
–10 to –15
Adelaide Sydney
–15 to –20
Canberra –20 to –30
–30 to –40
Melbourne
–40 to –50 household 13%
Over –50
0 400 800 km
Hobart
Darwin
Timor Sea
Gulf of
Carpenteria
North-East
Coast
Alice Springs
rn
Lake Eyre
of Caprico
Tropic
Indian Ocean
Western Plateau Bulloo– Brisbane
Kati Thanda (Lake Eyre) Bancannia
er
Riv
g
lin
ar
South-West
D
Coast
Perth Murray–Darling
Mu
rra
y Sydney
Adelaide
Ri
South ve Canberra
r
Australian South-East
Gulf Coast
Melbourne
Source 7.26
LEGEND
Source: Oxford University Large dam
Press Drainage division Tasmania
boundary 0 250 500 750 km Hobart
300 1500
Alice Springs Nogoa–Mackenzie
rn
Caprico
200 1000 of Dawson Valley
Tropic
Bundaberg
0 0
livestock grazing
Cotton
Cereals
Grapes
Sugar cane
Vegetables
Source 7.29
Source: Oxford University Press
REVIEW 7.2.2
Bathroom
Take shorter showers and install new water-efficient
showerheads that use no more than 9 litres of water
Laundry per minute (compared with old-style showerheads
Only use the washing machine when that use 20 litres per minute). This can save up to
you have a full load. Redirect the 20 000 litres of water per person per year.
waste water from the washing
machine into a collection bin and
use it on the garden, but make sure
you use detergents that will not kill
your plants.
Kitchen
Don’t rinse dishes under
a running tap. Ensure the
dishwasher is full before
turning it on.
Garden
Outside
Plant native gardens using local plants that are
Don’t use the hose to clean hard surfaces outside; accustomed to the climate and soil conditions
use a broom. Install a plastic pool cover to reduce in your area. Use drippers to deliver water
water lost to evaporation. Install a rainwater tank directly to the base of the plants where they
to use the water that falls on your roof. It can be need it. Avoid sprinklers, which allow water to
used to flush toilets, wash clothes and water the be blown away and evaporated.
garden. Top up the pool with water from the tank.
REVIEW 7.2.3
bores
Desalinated water
is pumped into the
water supply.
Brine (very salty
water) is pumped
back into the sea. Source 7.35 How a
desalination plant works
One proposal currently involves piping water not just hundreds of kilometres but
thousands. For many years, there has been an idea to pipe water from the Fitzroy River in the
Kimberley region in north-western Western Australia to the city of Perth. This pipeline would
need to be 3700 kilometres long. The cost of transporting water this far through steel pipes is
much greater than other options, such as desalination plants, and so this method is unlikely
to be used in the near future. It will also cause environmental problems at the source of the
water and would require large amounts of energy to build and operate.
REVIEW 7.2.4
Virtual water
The amount of water used to produce goods and services is
called virtual water. This includes the water used to grow crops
or raise animals as well as the water needed in processing these crops and
animals into products. Experts use the term ‘virtual water’ because we cannot actually see
how much water went into producing the goods and services we consume every day. For
example, 15 000 litres of water are needed to produce just 1 kilogram of beef. This
15 000 litres of water is known as virtual water.
It is often impossible to move real water between water-rich countries and water-poor
countries. It is, however, relatively simple to transport virtual water in the form of goods,
such as meat and wheat. This helps to support water-poor countries with their water needs.
Water footprints
The total amount of water you consume each year is known as your water footprint. This
includes the real water you consume (by drinking, bathing and cleaning) and the virtual
water you use through your consumption of goods and services. The total volume of water
used by everyone who lives in a country, including the water used to produce exported goods,
is the national water footprint.
REVIEW 7.2.5
Remember and understand 6 Look carefully at the image of the Chinese farmer
1 Define the term ‘virtual water’. working in his rice fields (Source 7.37).
2 Explain the difference between blue water and green a How is he using water as a resource?
water. b How is he able to control the flow of water in his
3 Why is it important to understand virtual water when fields?
working out your water footprint? c Explain how this makes his use of water more
4 How can an understanding of virtual water help water- sustainable.
rich countries to decide what to produce and export? Investigate and create
Apply and analyse 7 Research some of the best water-saving ideas in the
5 Source 7.38 states that the world is thirsty because it world today. Can you invent and design one that will
is hungry. make water shortages a thing of the past? It might be
something simple like the water-saving tap (which
a What does this mean?
already exists), or a more complex idea that can be
b What evidence is presented to support this idea?
applied to an entire industry.
RICH TASKS
Task 1: Water sustainability in your life seasonal rains across the desert as rain
Draw a poster to be displayed in your school brings grass for the cattle; this takes them
canteen that makes students aware of the on a route they have followed for hundreds of
ways in which their food choices impact on years.
water supplies in Australia, e.g. virtual water. The seasonal migrations of the Wodaabe
take them from the clay plains near Lake Chad
Task 2: The Wodaabe nomads
to the sandy soils away from the lake. Over
Communities in extreme environments the last few decades the lake has become
develop ways of life that allow them to survive smaller as other communities in the area have
and thrive. In the south-eastern part of Niger, used its water for irrigation. This has meant
in Africa, live the Wodaabe people. They that the Wodaabe’s have had to change annual
live in a desert region where water is often migration routes. The reduction in the size of
scarce and feed for their cattle is in short the lake has enabled more grass to grow on
supply. In response to these conditions they land that was once covered in water, but it has
have become nomads and rarely stay in one also meant that fresh-water supplies have
place for more than 10 days. They follow the become less reliable.
Source 7.39 Packing up the homestead to follow Source 7.40 Young men of the Wodaabe tribe
the rains
Month J F M A M J J A S O N D
Temperature (°C) 21 24 28 31 33 33 31 30 30 29 25 22
LEGEND
Landscapes » Concepts: Place,
Clay plains
Space, Environment,
Clay plains with low elevation
Sandy plateaus and valleys, Interconnection,
sand dunes
Sand dunes, valleys Scale, Sustainability
Komadougou Yobe river bed
» Inquiry skills:
(most recent)
Former banks of the lake
Acquiring
Former Lake Chad (currently no
water in Nigerien territory)
geographical
Seasonal migrations of nomads and
livestock
information,
Processing
Fo
Leaving the clay plains at the start
be
rm
Yo of the rainy season (May/June)
er
u Returning to the clay plains (early geographical
ex
go July to mid September)
ou
ten
ad Spreading out on the clay plains
information,
t of
m
Ko (September to May)
Communicating
La
ke
Ch Road
NIGERIA ad
River
Country border geographical
0
information
15 30 km
CHECKPOINT
their cattle in the dry season. Why? 5 Construct a climate graph for Nguigmi
using the climate data in Source 7.41.
Flow maps show the movement of things Step 3 Look for patterns on the map. Are
from one place to another. Flow maps can the movements related to changes
be simple or complex. They can show the in the weather, to the time of year,
movement of one group of people around to political or economic factors or
a small area or compare the movement all of these things?
of many different goods around the world. Step 4 Try to explain the reasons for the
Flow maps use arrows of different colours pattern.
and sizes that show different things moving
around and the numbers of these things. Apply the skill
Here are some steps that will help you 1 Describe the movement of the Wodaabe
understand flow maps: during May and June.
Step 1 Read the title of the map carefully. 2 Where do the Wodaabe travel to from
Step 2 Look at the legend on the map. July to September?
This will tell you what the different 3 Explain the pattern in Source 7.42
coloured arrows on the map are supported by evidence from Source 7.41.
showing and provide you extra
information, such as the time of
year this movement happens.
INVESTIGATING ATMOSPHERIC
AND HYDROLOGICAL HAZARDS
Natural hazards are natural events that have the potential to injure or kill people, and
damage property and parts of the environment. They can be grouped according to the
processes that cause them. Water hazards, also known as hydrological hazards, are
associated with water processes. They include floods, droughts and tsunamis. Weather
hazards, or atmospheric hazards, are caused by weather processes. They include tropical
cyclones, tornadoes, thunderstorms and snowstorms or blizzards. This chapter highlights
floods and cyclones.
CHECKPOINT 8.1
GEOGRAPHER’S TOOLKIT
Geographical concepts Geographical inquiry skills Geographical tools
∙ Environment: the effect of ∙ Acquiring geographical ∙ Maps: topographic maps,
human activities on natural information weather maps, thematic
environments ∙ Processing geographical maps, choropleth maps
∙ Interconnection: how information ∙ Graphs and statistics: data
people are affected by the ∙ Communicating tables
environment with regard to geographical information ∙ Spatial technologies:
natural hazards geographic information
∙ Scale: responses and systems (GIS), satellite
actions undertaken images
by governments, ∙ Visual representations:
organisations and ground photographs,
individuals oblique aerial photographs,
∙ Change: the effect of annotated diagrams,
management strategies infographics
in reducing the impact
of natural and human
processes
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. 257
CAN WATER its carrying capacity. Heavy rain or a collapsed dam can cause a river to exceed its carrying
capacity and force it to burst its banks. As a result, water covers the surrounding land.
HAVE ON The soil carried by the river is spread across the surrounding land. Over millions of years
COMMUNITIES? and thousands of floods, the land near the river is slowly built up and, appropriately, is called
a floodplain. Billions of people around the world choose to live on these floodplains because
of the fertile soil, flat land and ready supply of fresh water. The world’s floodplains support
billions of people, many of whom live with
the constant threat of floods.
location of
human settlements
Human factors
Some human activities make rivers more
likely to flood, endangering both natural
and human environments. Clearing the
natural vegetation, such as trees and plants,
growing on the sides of hills may result
natural disaster
in more water flowing into rivers instead
of being used by these trees and plants.
Replacing natural environments (such as
forests, grasslands, wetlands and soil) with
river in flood
hard surfaces (such as concrete and roads)
also means that water does not soak into
the ground; instead, it flows across it. The
Source 8.2 A flood is a natural event, but becomes a disaster if humans are
adversely affected by it. presence of so many communities, towns
and cities also increases the flood risk. Rivers
naturally flood. In areas where there are no
STRANGE BUT TRUE humans this is considered a natural process,
but in areas where there are lots of people,
Many ancient
communities
depended on the
annual flooding of
rivers such as the flood hot spot: river mouth
Tigris and Euphrates
(Middle East), the flood hot spot:
Nile (Egypt) and the narrow gorge
Ganges (India).
Source 8.3 Rivers tend to flood in particular places, shown here as hot spots.
INVESTIGATING
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High School AND HYDROLOGICAL HAZARDS 259
until 2022-12-31.
AUSTRALIA: FLOODS
George
2007
Darwin
PACIFIC
INDIAN Katherine
OCEAN
1879
OCEAN Glenda
2 011
2006 Yasi
Cairns
Steve 2000
Nor thern Larry 2006
Ingham 1927
Terri tor y
Burdekin River
1930
Quee nslan d Clermont
Alice Springs 1870; 1916
Tropic o
fCapricorn
Birdsville
West ern Charleville
1990
Austr alia
South Lake Eyre
Toowoomba Brisbane
1893;1928;
1927; 2011
1974; 2011
Geraldton Austr alia Bourke
Lismore 1954
1894 er
Riv 1885; 1890
g
r lin New South
Da Bolwarra 1857
Perth
1862 Wale s Hunter Valley 1955
M Eastern Creek 1950
ur
ra
Adelaide y Sydney 1950
Gundagai
1852 Nowra 1860
Ri
Charlton
ve
Canberra 1971
Victo ria ACT
r
Araluen 1860
Melbourne
1934
LEGEND
Great
eat Dividing Range Average sea surface
temperature (°Celsius)
Floods
Over 28
Coastal rivers – short-duration rapid-onset floods
22 to 28
Inland rivers – long-duration slow-rise floods
16 to 22
Tasm ania
Low flood hazard Hobart
Under 16 1929
Perth Major flood location, year
1862 Cyclones
Flood fatalities Coastal crossings in the last 50 years
Over 30 Over 10 Under 10
21 to 30 Major cyclone since 2000
11 to 20 Yasi Cyclone name, year
2011
Under 10 0 250 500 km
Source 8.6
Source: Oxford University Press
Coastal rivers
Most of Australia’s most devastating floods occur on our coastal rivers,
particularly along the eastern coast. During summer, tropical cyclones
and thunderstorms often dump heavy rain on the eastern slopes of the
Great Dividing Range (see Source 8.6). This rain fills the short, fast-
flowing rivers in the area to bursting point, causing rapid-onset floods. Source 8.8 In early 2011 about one-quarter of
Towns and farming communities at the foot of the ranges, such as Victoria was affected by major flooding. In some
inland towns, such as Charlton, the floodwaters
Clermont and Toowoomba, are most in danger. took many weeks to recede.
REVIEW 8.1.2
Remember and understand 6 In what ways does the Great Dividing Range
1 Why do Australia’s inland rivers flow slowly? How influence the flood risk in eastern Australia?
does this affect the types of floods that occur? Investigate and create
2 Seven Australian floods have resulted in more than 7 Fourteen of the 15 most disastrous floods in
30 fatalities. Where and when did they occur? Australia occurred more than 50 years ago. Do you
Apply and analyse think this means that we are experiencing fewer
floods or are there other explanations for this?
3 Which areas of Australia are most at risk from
Brainstorm the possible explanations.
dangerous floods? Why?
8 Design and construct a flood model. This can
4 What questions could you ask to investigate the
be done with simple items: soil, sand, rocks, a
flood risk in your local area?
container for a dam, a ruler for a levee, rain from
5 What do you notice about the temperature of the
a spray bottle or a flood from a bucket. What
sea and the risk from tropical cyclones?
works best? What doesn’t? Make a video of your
experiment and report back to the class.
INVESTIGATING
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High School AND HYDROLOGICAL HAZARDS 261
until 2022-12-31.
04
10 Source 8.11
10°S
L
x L Source: Bureau of Meteorology
1000 x
L
998 x L
999 x
1002
20°S
12
30°S
10
10
10 H
20
28 x 40°S
1029
H
x
1033
0 500 1000 km
1012 50°S
INVESTIGATING
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until 2022-12-31.
Source 8.18
These villagers
in Pakistan
compete for food
supplies being
dropped by an
army helicopter
after severe
flooding in 2010.
REVIEW 8.1.4
INVESTIGATING
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High School AND HYDROLOGICAL HAZARDS 265
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LEGEND
Rainfall
Highest on record
Very much above average
Above average
Average
Area shown in Source 8.22
Cairns
Townsville
Mount Isa
Mackay
0 250 500 km
Tropic of Capricorn
Lockyer Creek
Condamine River
Caboolture
Toowoomba Brisbane
Darling River
DI with water and overflow their banks. rail bridge was covered
VI
Grantham
LEGEND
m
Bre
Highest
AT
Land relief
Lowest
DI
VI
Urban area
DI
A Major road
R
Source 8.22
Source: Oxford University Press
REVIEW 8.1.5
INVESTIGATING
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High School AND HYDROLOGICAL HAZARDS 267
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BRIGALOW
115
ROAD
0 160 Placid
135
150
ROAD
51
Hills
135
140
170
130
125
yards
130
S
18 182
AN
120
ROAD
0 BA
14
RG
M
0
OO
145
125
12
MO
OW D
5
TO ROA
CREEK
AD O LD
RO
130
drain
13
0
SANDY
0 12
120
0 n
12 ai
dr
S
San
ILP
120
M dy
AI
PH
N BOXMOO
110
STREET R
50
LI
NE
12
12 RFS 115
5
GA
ROAD
TT
ON S
ROAD sports ground AR
DORRS
M
drain ST
RO
RAILWAY
ST REET N
HE GRANTHAM G 117
AD
S
LID
RO
ON RO
115 AD
124 121
HA
OAD
RR
119 0
11
IS
49
LES R
120
WE
120 LL
S R OA
D
ST
CHAR
119
drain
27°35’S
RE
ET
Lockye k
r ee
0 Cr
k
14 119 Ma
Cree
115 Ma
0 120
13 125
abattoir 118
McLUC
120
AS ROAD
ROAD
48
L
WINWIL
GRANTH
AM SCRU
STREET
B ROAD yards
120
KANSAS
130
130
150
0
140
13
AM
155
Grantham
POOLE
GRANTH
ROAD
Veradilla MISSO
Scrub URI ROAD
0
13
170
20 152°11’E 21 22 23 24
LEGEND
Primary road Vegetation Fence RFS
Secondary road Vineyard, orchard or plantation 140
Contour with value Rural building; Outbuilding
(interval 5 metres)
Minor road Yards
Built-up area Depression contour
Vehicle track S School
Recreational area 119 Spot height (metres)
Restricted access (sealed)
Watercourse Flooded area
Bridge Open area January 2011
Lake/dam
Cutting
Subject to inundation
Railway
Source 8.23
Source: Oxford University Press
The grid placed on a topographic map allows you to between the lines it will be five tenths. This
locate places very accurately. Each line on the grid is number (5 in this case) is the third number in
given a two-digit number. The lines that run vertically the GR.
are called eastings (because the numbers increase Step 3 Again, from the bottom left-hand corner of the
as you move east). The lines that run horizontally square follow the northing line to the side of
are called northings (because the numbers increase the map to find out the second two digits in the
northwards). For a detailed example of how to locate area reference.
places refer to section GT.2 of ‘The geographer’s
Step 4 Estimate the number of tenths that your feature
toolkit’.
is located between this northing line on the
To locate specific points on topographic maps, bottom and the one on the top. This number is
geographers use a six-figure grid reference (GR). the last number in the GR.
For example, the abattoir near Grantham is located
at GR195483. The method used to work out this grid Apply the skill
reference is: 1 Complete the following table.
Step 1 Put your finger on the bottom left-hand corner Map feature Six-figure grid reference
of the square in which the feature you want to
identify is located. The two-digit number of this Abattoir 195483
easting line will give you the first two digits in 222498
the area reference.
Building at the
Step 2 Estimate the number of tenths that your feature sports ground
is located between this easting line and the one
Intersection of 197457
to the right of it. For example, if it is half way __________
REVIEW 8.1.6
INVESTIGATING
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High School AND HYDROLOGICAL HAZARDS 269
until 2022-12-31.
ARCTIC OCEAN
Arctic Circle
EUROPE
Ivanovo
1984
400 NORTH
Zuider Zee ASIA
(1287) 50 000 AMERICA Ohio
Banqiao Dam Hwang Hwang 1985
(1975) (1887) (1931) 76
Messina 230 000 1 500 000 3 000 000 Sanriku (1896) 27 000 St Louis (1896) 255
Sicily (1851) (1908) 100 000 Tri State (1925) 695
500 Dhaka Tohoku (2011) 18 000 P A C I F I C Memphis (2008) 57
(1973) Natchez (1840) 317
681 Mt Unzen (1792) 15 000
Yangtze (1931) 145 000 Katrina (2005) 1400
Tropic of Cancer Saturia (1989) 1300 OCEAN AT L A N T I C
Bombay Haiphong (1881) 300 000
(1882) Nargis (2008) 100 000
100 000
Bengal
Philippines (2009) 140 OCEAN
AFRICA Bhola (1970) Haiyan (2013) 5200
(1876) 500 000
200 000
Equator Indian Ocean
(2004) Aitape
Comoro 280 000 (1998)
AT L A N T I C (1951) 2200 LEGEND
500 Krakatoa (1883) 36 000 Tracy Samoa
(1974) (2009) Natural disasters SOUTH
OCEAN INDIAN Broome (1935) 141 71 119 name (year) deaths
AMERICA
Tropic of Capricorn Tsunami
OCEAN AUSTRALIA Brisbane (1974) 14, (2011) 35 Flood
Central NSW coast (2007) 10 Cyclone
Tornado
Source 8.24
Source: Oxford University Press
Warm air
spirals
upwards
(clockwise).
Source 8.25 ocean
temperature
above 26.5°C
eye of cyclone
strongest wind
at eye wall
1 Less than 125 km/h Negligible house damage. Damage to some crops, trees and
caravans. Small craft may drag moorings.
2 126 km/h to 169 km/h Minor house damage. Significant damage to signs, trees,
caravans. Heavy damage to crops. Risk of power failure. Small
craft may break moorings.
3 170 km/h to 224 km/h Some roof and structural damage. Some caravan destruction.
Power failure likely.
4 225 km/h to 279 km/h Significant roof loss and structural damage. Caravans
destroyed and blown away. Dangerous airborne debris.
Widespread power failure.
Rain
Heavy rainfall that comes with a tropical cyclone can produce
widespread flooding. This can result in further damage to buildings
and death by drowning. Flooding after a cyclone weakens or
passes can occur a long way from the tropical coast. When a
cyclone is downgraded to a severe storm it may continue to
move inland or further south.
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storm tide
storm surge
high tide high tide
mean sea level mean sea level normal high tide
low tide low tide
NORMAL HIGH TIDE CYCLONE STORM SURGE
Source 8.28 A comparison of sea levels during normal high tide and a storm surge
Source: http://www.bom.gov.au/cyclone/about/
Nancy
Wes tern 1990
Kati Thanda Gympie 1999
Dalby 1981
Aus tra lia (Lake Eyre) Charleville 1990
Grantham 2011 Brisbane
Brisbane 1974,
S outh St George 2010, 2011, 2012 2011
r Lismore 2005
ive Coffs Harbour 2009
Aus tra lia i n g R
l Gunnedah 2000
ar Nyngan 1990
D
N ew S outh Wal e s
Hunter Valley 2007
Perth Great Australian Mu
Adelaide rra Sydney
Bight y
Wagga Wagga 2012 Gundagai 1852
Canberra
VictoriaRiver AC T
Central and Western Victoria 2011
Wangaratta 1993
LEGEND Melbourne Gippsland 2007
Thunderstorms and tornadoes Cyclones
At least one severe thunderstorm Coastal crossings in the last 50 years Bass Strait
per year
At least one severe thunderstorm Over 10
per year and at least one Ta s ma nia
recorded tornado 6 to 10
Floods Hobart
Under 6
Potential flash flooding
Major cyclone
Major flood 0 400 800 km
Source 8.29
Source: Oxford University Press
Rank Name of cyclone and area of largest loss Year Ocean area Deaths
2 Hooghly River Cyclone, India and Bangladesh 1737 Bay of Bengal 300 000
REVIEW 8.1.7
Name of cyclone:
Date
Location
Severity / category
Deaths
Cost
Impact
Other information
Images
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TACLOBAN: CROSS-SECTION
Height (metres) Vertical exaggeration 50 times
25
20
15
10 Downtown Estimated height of storm surge
5 Airport
Sea Cancabato Bay
level
0 1 2 3 4 5
Source 8.34 Kilometres
PHILI P P I
per ho Area of
ur win
90 kilo d s map
metre
per ho
ur win
ds
MASBATE
N
ES
Calbayog
SAMAR
Path
o f Typh
oon H Visayan
aiyan Roxas Sea
3.00 pm
PAC IF IC
120 k
ilome 8.40 am OC EAN
tre pe Tacloban
r hou
r win
ds PANAY Ormoc Tanauan
Cadiz
LEYTE
Iloilo Friday 4.30 am
90 kil 8 November 2013
omet Bacolod
re pe
r hou
r wind San Carlos
s
Sulu NEGROS
Cebu
Sea
DINAGAT
LEGEND CEBU
Population affected Estimated BOHOL Surigao
by province storm surge
(percentage) Over 1.0 metre 60 kilom
100 0.75 to 1.0 metre etre per
hour win
ds
50 to 100 0.5 to 0.75 metre
10 to 50 Under 0.5 metre
MINDANAO
Under 10 Province border 0 50 100 km Butuan
Source 8.35
Source: Oxford University Press
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RICH TASK
Response to Typhoon Haiyan Coordinator. Within days of the disaster,
There was a massive aid response after the UN declared a system-wide Level 3
Typhoon Haiyan. Many countries around the (L3) response – L3 marks the highest level
world sent relief to the Philippines in the of humanitarian crisis. In responding to
form of emergency food and water, military the needs of the many millions of people
vehicles and personnel, communication affected, the Haiyan response became the
and medical experts, and rebuilding and first large-scale relief effort for a sudden-
onset disaster. It set a new standard for
trade skills.
improved collective action in humanitarian
Overseas governments were not the
emergencies.
only ones giving immediate help. The
The L3 declaration also made available
World Health Organization (WHO), the
US$25 million in funding through the UN
United Nations (UN) and more than 50
Central Emergency Response Fund, and
non-government organisations (NGOs) and
the Strategic Response Plan brought in
other agencies offered their support. This
US$468 million of the requested US$776
support was backed by donations from the
million, including projects from more than
general public.
50 UN agencies and NGOs. An additional
The relief effort had to be heavily
contribution of US$375 million was
coordinated to make it timely and effective.
recorded, with a far larger amount not
This was done by the UN Emergency Relief
formally registered.
Source 8.37 Philippine citizens gather Source 8.38 Red Cross helping to rebuild Source 8.39 Red Cross distributes aid
around a US Navy helicopter as it delivers stronger homes supplies.
relief supplies on 17 November 2013.
CHECKPOINT
2 Why do you think it was
important that the UN became
involved?
Processing geographical Source 8.40 Where are they up to?
information Source: International Federation of
Red Cross and Red Crescent Societies (IFRC)
3 Explain why a fast emergency
response from international
agencies was crucial.
4 Using Source 8.40, in which categories follow the developments, impacts and
has there been the greatest success? clean-up efforts following Typhoon
Where is the greatest need for continued Haiyan. Present your findings as a
assistance? visual representation – this could
Communicating geographical information be an infographic, poster, poem,
PowerPoint, website, app or iBook. Your
5 Conduct research to update the
representation must cover the following
information in this chapter to show
key elements: causes, impacts and
where the response and rebuilding
responses.
efforts in the Philippines are at. Write a
report to the UN outlining your concerns 7 Remember to include images
for the year ahead. and diagrams to help convey your
information.
6 You are a reporter for World News
Australia and have been chosen to
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21/06/2016 12:38 pm
CONNECTING PEOPLE AND PLACES 9
CHAPTER
MSC Pamela arriving in Port Botany. This container ship was built in
South Korea in 2005, is registered in Panama, and travels between
Europe and Australia transporting all kinds of goods for people to
use and consume. The ship is connected by satellite tracking to the
global shipping network. MSC Pamela is an example of how people and
organisations are connected across the world through transport, trade,
and information and communication technologies.
ion.
urist destinat
most visited to
, is the world’s
tanbul, Turkey
e Grand Bazaar in Is
Source 9.1 Th
CONNECTING PEOPLE
AND PLACES
The way people and places are connected has changed over time. In recent years, cheap
airfares have allowed more people than ever before to travel to far-off destinations, such
as the Grand Bazaar in Istanbul, Turkey, which has more than 91 million tourists visit each
year. Tourists are now able to instantly post their photographs online on social media to show
family and friends in real time what they are experiencing. Every place on Earth is connected
more than ever before.
CHECKPOINT 9.1
CHECKPOINT 9.2
GEOGRAPHER’S TOOLKIT
Geographical concepts Geographical inquiry skills Geographical tools
∙ Interconnection: how ∙ Acquiring geographical ∙ Maps: thematic
people are affected by the information maps, political maps,
environment; how people ∙ Processing geographical choropleth maps
affect the environment information ∙ Graphs and statistics:
∙ Place: factors influencing ∙ Communicating tables, pie graphs
people’s perceptions geographical information ∙ Visual representations:
of places; the special photographs, aerial oblique
significant place has photographs
to some people; the
effect of global trade,
transport, information
and communication
technologies on places
across the world
∙ Space: how location
influences the ways
people organise places
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. 281
CONNECTED TO a series of identifiable places, geographers can better understand the natural processes and
human activities that shape and change our world.
OTHER PLACES? People may be attached to different places for different reasons, and places can mean
completely different things to different people. The tourists in Source 9.2, for example,
might perceive this place as an opportunity to see something unique and to photograph it.
The bus driver who brought them here and the owner of the resort where they are staying
may see it quite differently – as somewhere that provides them with employment and an
income. For the Indigenous people of the region, the Anangu, this place has a very different
meaning. Different parts of the landscape contain stories of their origin and creation. For
the Anangu, these are sacred sites they must care for and protect.
Source 9.2 Uluru is a place that has been identified and given meaning. Like all places it has both tangible
(able to be touched) and intangible (not able to be touched) characteristics. The rock, the plants and the soil
are all tangible, while the scenic beauty, cultural significance and economic value are intangible.
LEGEND
Darwin People per square Urban settlements
INDIAN
kilometre Over 1 000 000
OCEAN PA C I F I C
OCEAN Over 100 500 000 to 1 000 000
100 000 to 500 000
10 to 100
10 000 to 100 000
Northern 1 to 10
Townsville 1000 to 10 000
Territory
0.1 to 1 200 to 1000
Queensland Under 0.1 Under 200
icorn
Tropic of Capr State border
Western
Australia Sunshine Coast
South Brisbane
Australia Gold Coast
New South
Wales
Perth Newcastle
Central Coast
Sydney
Adelaide Wollongong
Canberra
ACT
Victoria
Geelong Melbourne
Source 9.3
Source: Oxford University Press
Road
live in the area? If so, how long have they lived here? Do
w
Epping
s
at
Mnts
Blacktown Carlingford North Sydney
other people come to visit? Is the place used for spiritual or
Penrith
Central
religious purposes?
Redfern
Blue Mountains Strathfield Bondi Asking such questions often reveals that people view the
Lidcombe Junction
West/Inner West
same place very differently. One place may be nothing more
Bankstown
Sydenham
than pretty scenery to a passer-by, while to someone else it
Liverpool Bankstown
could be a sacred site or even burial ground. This difference
Leppington in perception can lead to very different opinions about what
Gl
W
en
ol
Hurstville
might be a suitable way to treat or use a place.
li C
fie
ld
re
ek
REVIEW 9.1.2
Spiritual factors
Many people feel connected to particular places
because of their beliefs or the way a place makes them
feel. Sometimes this connection can be difficult for other people
to fully understand but this does not make the connection any less real or important.
For example, many Aboriginal and Torres Strait Islander people have a deep and
complex spiritual connection to places in the natural world that other people in the
wider community do not have.
Jeffrey Lee, the sole survivor of the Djok clan in the Northern Territory, could have
become one of Australia’s richest men (see Source 9.7). He is the custodian of land
that contains vast deposits of uranium. However, when a French energy company
offered him millions in royalties to allow them to mine the uranium, he declined.
Instead, he offered the land to the Federal Government so that it would be included
as part of Kakadu National Park, and therefore protected from mining.
‘Money don’t mean nothing to me. Country is very important to me,’
he told newspaper reporters. Mr Lee believes that it is his responsibility
to look after the land and that digging into the ground would disturb the
spirits that live within it. ‘There are sacred sites, there are burial sites and
there are other special places out there which are my responsibility to look
after. I’m not interested in white people offering me this or that … it doesn’t
mean a thing. I’m not interested in money. I’ve got a job; I can buy tucker; I
can go fishing and hunting. That’s all that matters to me.’
Economic factors
Many people feel a connection to particular places because these places
provide them with employment or a source of income. In the previous
example of the proposed uranium mine in the Northern Territory, the
French mineral company was interested in connecting to this place
because of economic opportunities. In the same way, a farmer will feel
connected to the place in which he or she farms and a tourism operator
will feel connected to the place that tourists come to visit.
In countries where personal wealth is viewed as a desirable goal,
economic connection to place may take precedence over less tangible
reasons for connection, such as spiritual or historical factors. Different
reasons for connecting to place can cause disagreement, protest and
even conflict between individuals and groups.
Cultural factors
Connections to place can also be strongly influenced by a range of
cultural factors. This can include the perceived historic value of a
place, and how that is meaningful for people in the present, the
past and even into the future. The notion of cultural heritage can
be an important motivating factor for connection to place.
People with similar interests, backgrounds and heritage often
connect with each other to form communities. Immigrants to a new country,
for example, tend to live close to other recent arrivals from the same country. This allows them
to connect more easily to people with the same language and culture and, therefore, to fit more
easily into their new community.
This happens all around the world and creates areas of ethnic concentration. In New
York, for example, there are neighbourhoods known as Little Italy, Chinatown, Little Manila,
Le Petit Senegal, Jamaica, Koreatown and Spanish Harlem. The residents of these places
may feel connected to the area in which they live because of their cultural connections
(see Source 9.9).
Source 9.10 Cabramatta in Sydney is home to Chinese, Cambodian, Thai, Lao and Vietnamese communities.
Vietnamese people make up 27.7 per cent of the population.
Historical factors
Events that happened in the past can also result in people forming special connections to
particular places. These may be recent events or events from hundreds of years ago, but
they can form powerful links between people and places. For many people, the places they
visited on holidays as children remain special places well into their adulthood because of
the memories these places hold.
REVIEW 9.1.3
Source 9.11 Many Australians
Remember and understand feel a special connection to
Bali in Indonesia because of
1 Why might people sometimes find it the 2002 terrorist attacks that
killed 202 people – 88 of them
difficult to understand another person’s Australians on vacation.
spiritual connection to a particular
place?
2 Why do people with similar cultural
backgrounds often live close to each
other?
3 Explain why some farmers in
Queensland and New South Wales
protest about gas mining in the places
where they live.
Apply and analyse
4 Re-read the information relating to
Jeffrey Lee.
a Describe the connection he has to
the place where he lives.
b Why does he have this connection?
c Is this the same way you feel about
the land? Why or why not?
d Account for the similarities and
differences between his connection
to the land and yours.
Investigate and create
5 Many people feel a connection to places
where important events occurred in the
past. Find out why many Australians Source 9.12 Blue plaques in London mark places where people
have a special connection to Gallipoli in may feel a historical connection because of an event that occurred
or a person who lived at that place.
Turkey, Kokoda in Papua New Guinea or
to Kuta in Bali.
The English poet John Donne wrote these words in 1624. In these lines he expresses the idea
that every person is connected to someone else. This is as true today as it was nearly 400 years
ago. The more we learn about our amazing planet and the people who live here, the more we
come to realise that everyone and everything is connected to everyone and everything else.
We are connected to people and places all around the world in many ways. This includes
being connected by the food we eat, the clothes we wear, the goods in our homes, the sport
we play, the music we listen to and the movies we watch.
We are also the most mobile generation in history, travelling for work and for leisure
more often and more quickly. As well as these physical and cultural connections, there
are the rapidly growing digital connections that break down barriers such as language and
distance that once separated people and places.
Global citizens
Each of us is an example of the connected world in which we live. This is true even when we
are just sitting at our desk at school – we don’t have to physically travel to be connected with
other places in the world.
Some people, however, are true global citizens and are linked in many different ways
to places all around the world. Cadel Evans, the famous Australian cyclist, is one example
of a person who is interconnected globally on
many levels (see Source 9.13). Perhaps best
known as the first Australian to win the Tour de
France cycling race, Evans was once asked how
it felt to be an Australian whose sport has taken
him around the world. He replied, ‘Chiara’s
[his wife] Italian, we’re living in Switzerland
and I’m Australian riding for an American
registered team sponsored by a Swiss company.’
He could also have added that he and his wife
have adopted an Ethiopian child and that his
teammates are from 10 different countries.
The life and career of Cadel Evans is a clear
example of the many ways we can be connected
with many different places.
Source 9.13 Australia’s Cadel Evans (right) wins a stage in the 2011 Tour
de France. He is followed to the line by cyclists from Spain, Kazakhstan,
Colombia, Belgium and Norway. The race was televised in 190 countries and
watched by an estimated 3.5 billion people around the world.
Russia
Europe North
America
Japan
Middle China
North Africa East
India Central
America
Sub-Saharan
Africa Southeast Asia
South
America
Australia
LEGEND
Undersea cable
New Country border
0 2000 4000 km Zealand
Source 9.14
Source: Oxford University Press
REVIEW 9.1.4
Remember and understand c Describe the pattern shown on your class map.
1 How do the lines of John Donne’s poem relate to 4 Examine Source 9.14.
the principle of interconnection? Do you think this a Identify the regions and countries that are the
poem is relevant to today’s world? Why or why not? most connected by submarine cables.
2 In what ways do submarine cables connect b Which places are important hubs for submarine
different places around the world? cables?
Source 9.15 Do you know where the things you use and wear come from?
REVIEW 9.1.5
Source 9.18 The top 10 source countries for visitors to Australia Source 9.19 The top 10 destinations for Australian travellers in
in 2014–15 and the percentage change over the previous 10 years 2014–15 and the percentage change over the previous 10 years
Origin of Total number of Trend change Destination Total number of Trend change
visitors to visitors, 2014–15 2004–05 to 2014–15 for Australian travellers, 2014–15 2004–05 to 2014–15
Australia (thousands) (per cent) travellers (thousands) (per cent)
LEGEND
France
United States
Spain
China
Italy
Turkey
N Germany
United Kingdom
Russia
Mexico
0 2000 4000 km
Source 9.20
Source: United Nations World Tourism Organization (UNWTO)
New Zealand remained the most popular destination in 2014, with Australians making
1.2 million journeys there. Of the top 10 destination countries, departures to India recorded
the strongest growth over the 10-year period, with a change of 228.5 per cent. This was
followed by departures to Indonesia (223 per cent) and Thailand (194 per cent).
We can discover interconnections between other nations by looking at world tourism.
Traditionally, the greatest number of travellers were from Europe, but with rising levels of
disposable income in many countries, international travellers from Asia, the Middle East,
Africa and Latin America are becoming more common. China has been the fastest growing
source of travellers in recent years. Chinese travellers spent an incredible US$165 billion
abroad in 2014, which represented an exceptional 27 per cent increase over the previous year.
REVIEW 9.1.6
Remember and understand top 10 tourism destinations that you associate with the
1 Why do people travel? Give in 2014. place.
three reasons. b What is the longest time you
Investigate and create
2 Explain why four out of five have lived in one place and
4 Create a pictogram to display
international trips take place where was it?
your responses to the questions
within the traveller’s own c What is the shortest time you
below.
region. have lived in one pace and
a Explain in as few words
where was it?
Apply and analyse as possible your earliest
d Create a brief list of all of the
3 Consider Source 9.20. awareness of these places:
places where you have lived.
Australia, America, Europe,
a Identify two places to visit e How many addresses have
Africa and Asia. It may be
and one thing that you would you had?
the place you were born, or
like to do in each country. f What is your furthest point
a distinctive animal, person,
b Account for the spatial travelled: north, south, east
event, food, movie or book
distribution of the world’s or west?
Recreational tourism
City is among the most
popular destinations
in the world for
recreational tourists Recreational tourism is perhaps the most well-known and popular type of tourism.
because of the many
attractions there. Recreational tourists travel to have a good time, to relax, and to enjoy the attractions and
activities on offer in the places they are visiting. Many recreational tourists spend their time
relaxing on the beach, eating in restaurants, shopping or attending shows. Each year, around
39 million tourists flock to New York City to enjoy all of the recreational activities on offer
there (see Source 9.21).
Historical tourism
Historical tourists are generally interested learning more about
important events that may have taken place in the past,
by visiting the places where they happened. They visit
important buildings, view artefacts and monuments and
sometimes listen to stories from local experts. The Great
Pyramid in Egypt, Stonehenge in England and Machu
Picchu in Peru (see Source 9.22) are all popular
destinations for historical tourists.
Wilderness tourism
Wilderness tourists enjoy the challenge of visiting
wild places such as the Amazon rainforest,
Antarctica or the Himalayas. For these travellers,
the lure of remote lands, rugged landscapes and
even challenging weather conditions is much more
attractive than a cosy hotel and a bit of sightseeing. The chance to visit places that relatively
few others have and be exposed to the people and cultures of these remote places makes
wilderness tourism an attractive option for many, despite the potential risks involved.
Ecotourism
Ecotourists typically travel to natural areas that are relatively undisturbed, and possibly
fragile, to learn more about these special places in a socially responsible manner.
Ecotourists try to minimise their impact and avoid damaging the environment in which
they travel. They may even aim to improve the wellbeing of the land and those that live
there. Some ecotourism raises funds for conservation (see Source 9.24) or to directly
benefit the local communities in the places visited by tourists.
REVIEW 9.1.7
Remember and understand c Classify these into the positives and negatives.
1 How many tourists travel to a different country d Identify the places where the impact was felt.
each year? 5 Which of the four types of tourism outlined do
2 Identify the countries that are expected to see the you think is the most popular among the world’s
most rapid growth in the number of tourists over tourists? Give some reasons for your answer.
the next 10 to 15 years. Investigate and create
Apply and analyse 6 One method to reduce the impacts of tourism is
3 As a class, brainstorm examples of experiences to give tourists a code of behaviour that outlines a
and destinations under each of the four tourism number of rules and guidelines to follow.
types. Which one did your class know the most a As a class, discuss the kinds of rules and
about? Which did they know the least about? Why guidelines that would reduce the impact of
do you think this is the case? tourism on mountain gorillas such as those
4 Think about your last experience as a tourist. shown in Source 9.24.
a Classify your experiences into one of the four b In pairs or small groups, design a brochure that
tourism types discussed on these pages. you could give to tourists to educate them about
b Write a list of all the ways your last holiday had the code of behaviour your class has come up
an impact on the places you visited. with.
Cancun, Mexico
Many areas that were once wilderness have been changed to provide the things that
tourists need and want such as hotels, airports, swimming pools and roads. On the Yucatan
Peninsula in Mexico, for example, lies the tourist town of Cancun (see Source 9.25). Blessed
with a spectacular coastline and warm temperatures, it attracts about two million visitors a
year. Before it became a tourist destination, Cancun was a barrier island enclosing a massive
shallow lagoon, the Nichupte Lagoon, an important nesting site for sea turtles and seabirds.
The lagoon was fringed by mangroves, which acted as a nursery for fish and other marine
animals (see Source 9.26). As more tourists began to visit, causeways were built at both ends
of the island to join it to the mainland. The causeways restricted how much fresh water was
able to flow into the lagoon, changing the conditions of the ecosystem. In addition, sections
of the lagoon were filled in, and 60 000 hectares of rainforest and mangroves were removed
to make way for the development of hotels and resorts.
Native plants that once protected the coast and prevented erosion were replaced with
non-native plants. There are far fewer fish and shellfish due both to the loss of their habitat
and overfishing to feed the tourists. Large areas of coral reef are now dead or damaged as a
result of snorkelling and scuba diving. Boats and jet skis create pollution, while boat anchors
can drag along the seabed, damaging coral and stirring up sediment, all of which have
negative impacts on marine life.
The increased numbers of tourists and residents (who work in hotels and restaurants
and run tour companies) have also resulted in waste management problems. The lagoon
has become polluted with sewage, petroleum products, heavy metals and chemicals from
stormwater run-off and the boating marinas in the lagoon.
In addition to these negative environmental consequences, there are also negative social
consequences. The rapid development in Cancun has put pressure on local resources,
meaning the prices of food, energy, raw materials and land have risen. There is also
increasing pressure to use agricultural land for the booming tourism industry.
When tourist infrastructure for Cancun was built, little provision was made for the
additional residents needed to work in the industry. As a result, there are many slums that
surround the area. People living in the slums have poor living conditions and lack drinking
water, waste management and other services.
Although the industry provides employment, tourism workers are often poorly paid. This
leads to inequalities between resident workers and tourists. Some workers feel resentment
towards tourists and are forced into other illegal means of earning an income, such as selling
drugs or prostitution.
REVIEW 9.1.8
Remember and understand 4 Cancun has been described as ‘a victim of its own
1 Explain why many tourists visit Cancun. popularity’. What does this mean? Do you agree
with this statement?
2 Describe how tourism has benefited the local
people. 5 Examine Source 9.27. What does this picture reveal
about living conditions in the workers’ villages?
Apply and analyse
Investigate and create
3 Investigate the natural environment of Cancun.
6 Imagine that a new tourist development has been
a Describe the current environment. Use Source
proposed for a stretch of coastline in Queensland
9.25 to help you.
that has a similar natural environment to Cancun.
b Using Source 9.26 for information, describe
Describe in a paragraph what lessons the
how tourist development has changed this
developers of this new resort could take from the
environment.
experiences at Cancun in order to reduce impacts
c Describe how the activities and behaviours of
on natural and built environments. Support your
tourists have affected the Cancun region. Refer
answer with specific examples.
to particular places and activities in your answer.
Tourism in Antarctica
Antarctica is the world’s last great wilderness and a land of extremes. Located at the most
southerly point of the Earth’s surface, it is the highest, coldest, driest, windiest and most
isolated continent. This makes it one of the least visited places on Earth. Antarctica receives
only 26 000 tourists a year compared to Australia’s 5.8 million visitors.
Most visitors to Antarctica travel on cruise ships from South America and visit a few
sites on the Antarctic Peninsula. They come to marvel at the unique wildlife, the pristine
condition of the natural environment and the stunning scenery. Nearly 40 per cent of these
tourists are from the United States. Australian tourists make up only 8 per cent.
People usually visit Antarctica for only short periods but their visits mostly take place at
that same small number of sites. This leads to a long-term cumulative impact – that is, the
effects build up over time. Tourists also tend to visit the places with the most wildlife, which
has the potential to disrupt the animals’ normal way of life. The fragile environment means
tourism in Antarctica has to be carefully controlled and managed. It is particularly difficult to
manage environmental problems, however, because there is no government, police force or
park rangers to manage impacts and control behaviours.
Potential impacts
Impacts of wilderness tourism may include:
• disturbance of wildlife, especially as most
tourists are taken to penguin and seal
colonies by small boats from large cruise
ships
• oil spills, rubbish and waste from cruise
ships
• difficulty in rescuing people involved in
medical or other emergencies
• the introduction of foreign species to
Antarctic waters from water carried as
ballast on cruise ships
• tourists damaging plant life, such as
trampling slow-growing beds of moss.
Source 9.28
Passengers from a Protection
cruise ship photograph
a pair of emperor Tourism in Antarctica is self-regulated by the International Association of Antarctic Tour
penguins in Antarctica. Operators (IAATO). The association has strict guidelines for its members and their ships,
such as limiting the size of ships allowed into Antarctic waters. The numbers of people who
can land at sites are also limited. The association is seen as being successful in managing
tourism in the area; after all, if damage to Antarctica occurs, the attractiveness to tourists will
be lost. Membership of IAATO, however, is not compulsory, and there is still the possibility
of businesses that don’t belong to the association bringing in larger ships carrying more
REVIEW 9.1.9
Remember and understand d Why might this percentage increase in the future?
1 Describe why so few tourists visit Antarctica. 4 Discuss some of the potential and real environmental
2 Would you like to visit Antarctica? Give some reasons impacts of aeroplane flights to Antarctica.
for your answer. Investigate and create
Apply and analyse 5 Design a poster that will be displayed in the rooms of
3 Examine Source 9.29. a cruise ship that will sail to Antarctica. Your poster
should outline a code of behaviour for tourists who
a What are the two most popular activities in
will travel on the ship, to educate and guide them on
Antarctica?
how to reduce their environmental impact. Because
b Describe the potential environmental impacts of
not all passengers will speak the same language,
these activities.
you will need to use pictures and symbols rather
c What percentage of tourists take a flight in an
than words on your poster.
aircraft?
tourists, many geographers are concerned that the lessons from places
such as Cancun, Angkor Wat and Giza will be forgotten.
Other trends
Many tourists are becoming aware of the impacts of their travel on people and
places they visit. As a result, many of them have started looking for opportunities
to reduce these impacts. In response to this growing awareness, many destinations
are developing ecotourism options. These tend to be nature-based, educational and
designed to have a minimal impact on the environment. Ecotourism is now one of the
fastest growing tourism sectors.
In addition to these trends described above, many
others have been observed.
• Trips are becoming shorter but tourists are spending
more.
• Twice as many people now book their travel on the
Internet than use a travel agent.
• Growth in the number of tourists from Asia is larger
than from any other region.
• There is a surge in ‘niche’ tourism: small num-
bers of people travelling for unusual reasons. This
includes medical tourism, when people travel to
another country for surgery and other medical
procedures. Already worth up to $60 billion a year,
medical tourism is growing by 20 per cent a year.
• There is also an increased demand for ‘accessible
tourism’ for the 10 per cent of the population with Source 9.32 Tourism catering for disabled people is a growing
industry.
a disability (see Source 9.32).
REVIEW 9.1.10
Remember and understand a Why do you think these tourists have visited this
1 How has the Internet changed travel and tourism? place?
2 What is adventure tourism? b How has this visit impacted on the natural
environment?
Apply and analyse c How will these impacts increase if the number of
3 Make a list of those factors and trends that may tourists to Namibia greatly increases?
result in tourism having a greater impact on the
environment in the future. Make another list of
Evaluate and create
those factors and trends that suggest that tourism 5 Imagine that it is 2050 and that you are a reporter
will impact less on the environment. Which of these for an online newspaper. Write an article
two outcomes do you consider most likely? Give describing the ways in which tourism has changed
some reasons for your answer. in the last 30 or so years. You could describe a
4 Examine Source 9.31. typical 2050 holiday and include an advertisement
for a typical 2050 destination.
RICH TASK
Tourism at Gallipoli While many Australians see a visit to
On 25 April 1915, Australian and New Gallipoli on Anzac Day as their right, others
Zealand troops fighting in World War I believe that the sheer number of visitors
landed on the Gallipoli Peninsula. The battle degrades the environment and demeans
lasted about eight months and claimed the the memory of those who fought there.
lives of around 8000 Australians. It is seen Some guidebooks are now recommending
by many as a milestone event in our nation’s that tourists not visit on Anzac Day but go
on other, less busy days instead. There
history. Thousands of Australians visit
are some who hold the view that perhaps
Gallipoli every year to pay their respects to
Australians shouldn’t be going there at all,
the soldiers who fought there and to see this
or at least should be better informed about
famous place for themselves.
the Gallipoli Campaign.
While a few busloads of visitors arrive
Visiting Gallipoli on Anzac Day has
at Anzac Cove on an average day, on Anzac
become, among other things, a geographical
Day, the anniversary of the landing, tourist
issue. This is because the landscape itself
numbers increase dramatically. This gained
is fragile, and the size of Anzac Cove, some
popularity in 1990 when then Prime Minister
feel, cannot support the number of visitors
Bob Hawke attended the dawn service and
that descend on the Cove at once on Anzac
declared that ‘Gallipoli is, in one sense, a
Day. It is also an issue because people have
part of Australia’. Anzac Day dawn services
different points of view. This is often the
at Anzac Cove and Lone Pine now attract up
case in geography and comes about, in part,
to 10 000 people, most of whom sleep on the
because people have different reasons for
ground the night before the service.
connecting to places.
To cope with visitor demands during this
busy time, bus movements on the narrow Communicating geographical information
winding roads are restricted, temporary 1 Research the environmental impact
grandstands are erected and a special that visitors are having at Gallipoli, and
group of Australian volunteers clean up the ways in which local authorities are
rubbish once the visitors depart.
CHECKPOINT
Source 9.33 Tourists attending the Anzac Day service at Lone Pine cemetery, Gallipoli
Instead of commemorating the heroism of of Gallipoli from the Turkish angle to see
Australian soldiers who landed on that fatal how they feel about it, a view that has been
shore in 1915, the conference in October neglected for too long. The Turks lost 86 000
concluded that Australians should reframe soldiers compared with Australia's 8709.
the landing as an unmitigated disaster and ‘It is now time to embrace our old enemy
apologise to the Turkish Government for Turkey,’ he says. ….
invading their country. McQuilton says Australians should
‘The landing was nothing but an stop going to Gallipoli and claiming rights
unjustified invasion of foreign soil like over Turkish soil for their commemorative
the British invasion of Aboriginal land in activities. ‘This land belongs to Turkey
1788,’ says John Lack of the University of and the reason they are building so many
Melbourne. ‘And we should put the two coves memorials of their own is they want it back,’
together – Sydney Cove and Anzac Cove – he says.
because both invasions were just as bad as ‘Charge of the rewrite brigade,’ by Jonathan King
each other and cost a lot of lives.’… http://www.battleforaustralia.org/battaust/AustInvasion/References/
John McQuilton of Wollongong University Stanley_on_Gallipoli.html
says Australians should look at the story
Source 9.37
We will never forget. The journey that we ones and their country behind.
were privileged to experience on the Gallipoli … if you ever do get a chance to go to
peninsula was incredible! A journey of both Gallipoli, especially over Anzac day, I would
heart-gripping and breathtaking emotions as highly recommend it, as it really is (as cliché
well as a surreal pilgrimage; a tiny glimpse as it sounds) a life-changing experience.
of what the Anzacs went through on the 25th It was an honour and an eye-opening
April, 1915. … adventure to be able to stand in the place
We embarked on a 5-day tour with Top where thousands had been laid to rest. What
Deck, discovering a quick peek of Istanbul a memory to carry. We all walked out of the
and Gallipoli. … it’s fair to say that we left our experience, knowing that we will never think
hearts on the shores of the Gallipoli National of Anzac day the same. Lest we forget.
Park, with the many remaining there. Men Shelley, attended the Anzac Day service, Gallipoli, 2013
of bravery, men of obedience, and men, who http://thesharechair.blogspot.com.au/2013/05/Anzac-day-gallipoli-lest-
courageously and heroically left family, loved we-forget.html
Source 9.39
5 Antwerp
E U RO P E NORTH
A SIA
A
AMERIC
MERIC A
2 Suez Canal 3 Shanghai
AF RIC A 1 Panama
4 Singapore Canal
SO UT H
A M ER I C A
AUSTRALIA
LEGEND
Journeys per year
Over 5000 1000 to 2000 Under 500
2000 to 5000 500 to 1000 Busiest traffic areas 0 2500 5000 km
Source 9.40
Source: Oxford University Press
TECHNOLOGY INNOVATIONS
Refrigeration: Containers with cooling Oil supertankers: T1 class of Very fast trains: This high-speed form
and freezing carry perishable supertankers are the largest ships in of transport can move people at
products, keeping them fresher longer. the world. They are 380 metres long 340 kilometres per hour.
and can carry more than 500 million
litres of oil. The more a vessel can carry,
the cheaper the costs of transport.
Information technology
The Internet allows people to connect with other people in different places more quickly
and conveniently than ever before. Today, we use the Internet for a range of activities
and purposes that link us to many places all over the world. Your after-school activities
are probably connecting you to places all over the world without you even realising it. In
the space of half an hour sitting at the computer, you might have logged into Facebook,
connecting with friends who live in the same area, others who live interstate or some who
live in another country. You might listen to some British or American songs on YouTube
while you do your homework. Or you might use an on-demand Internet streaming service
such as Netflix to watch a movie or an international sports game. The Internet allows you to
make all these connections to different places without physically leaving your desk.
REVIEW 9.2.1
Remember and understand 4 Describe how offshore call 6 In what ways does online
1 Identify three innovations in centres are an example of shopping affect:
transport technology that have interconnection. a the consumer?
allowed the increased movement Apply and analyse b the environment?
of people, goods and services c local shopkeepers?
5 Compare the Facebook map
across the globe. d postal and delivery service
shown in Source 9.42 to an atlas
2 In what ways do you think an map of the world. providers?
online news service might be
a Name six countries with many Investigate and create
more useful than a traditional
very active Facebook users. 7 Investigate the best form of
television or print-based news
b Name four countries where transport for trade between
service?
there appears to be relatively countries in the Asia–Pacific
3 Name three ways that the Internet
little Facebook usage. Suggest region. Create a table that
provides interconnections
three reasons for this. shows the advantages and
between people in different
c Describe the pattern of disadvantages of road, rail,
places.
Facebook usage in Australia. shipping and air transport.
LEGEND
Low
N Medium
Upper
High
Data not available
0 2000 4000 km
Source 9.45
Source: Oxford University Press
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
Mobile phone subscriptions Developed 82.1 92.9 102.0 107.8 112.1 113.3 113.5 116.0 118.4 119.9 120.6
Developing 22.9 30.1 39.1 49.1 58.2 68.5 77.4 82.1 87.8 91.1 91.8
Homes with Internet Developed 44.7 48.2 53.4 57.7 62.6 66.3 70.2 74.0 77.7 78.0 81.3
Developing 8.1 9.6 11.2 12.5 14.1 16.4 20.2 24.0 28.0 31.0 34.1
People using the Internet Developed 50.9 53.5 59.0 61.3 62.9 67.3 70.5 73.4 76.8 78.0 82.3
Developing 7.8 9.4 11.9 14.7 17.5 21.2 24.5 27.5 30.7 32.0 35.3
Graphs are used in geography to display data and make Step 4 Plot the data carefully. Use a straight, horizontal
it easier to understand. Raw data often appears as a line for a column graph. Use a small, neat dot
confusing table of numbers, so turning data into graphs for a line graph.
makes it easier to recognise and analyse trends and Step 5 On a column graph, draw a series of columns
patterns. Some commonly used graphs in geography are: that extend to the horizontal axis. Lightly shade
• column graphs – used to compare data (for example, each column with a coloured pencil. On a line
to compare the sizes of several cities) graph join the dots with a smooth, freehand line.
• line graphs – used to show trends over time (for Step 6 Label each axis with a description of the data
example, the growth of a city’s population). and give your completed graph a title.
To draw a graph you should follow these steps:
Step 1 Decide whether a column graph or line graph
Apply the skill
will best suit your purpose. 1 Using the data in Source 9.46, create two different
types of graphs:
Step 2 Examine the data carefully to decide on the axes
and the scale you should use so that all the data a a line graph showing the number of mobile phone
fits. It is important that the scale on each axis is subscriptions for the developed nations between
an even scale; for example, 1 centimetre equals 2005 and 2015
1 million people. b a column graph showing the number of mobile
phone subscriptions for the developed nations
Step 3 Construct your axes and your scale using a ruler.
between 2005 and 2015.
REVIEW 9.2.2
Source 9.48 This picture shows the positions of the 6000 artificial objects
currently orbiting the Earth. Note that they are shown as much larger
than their actual sizes.
REVIEW 9.2.3
Remember and understand 5 What factors might you need to consider if you
1 Explain why some people travel to remote areas. were to travel to an area that had limited mobile
network coverage? What things might you need to
2 Describe how explorers in Antarctica today are able
pack or prepare that you would not normally have
to connect to people in other places. How does this
to consider?
differ from explorers in the past?
Apply and analyse Investigate and create
6 Examine Source 9.48 in light of the issue of waste
3 Describe how access to the Internet in
management. Research the amount of space junk
Mungalawurru changed this community.
that is currently in the atmosphere.
4 Have you ever lost your phone or had the Internet
a What problems could having so much space junk
cut out at home? How did you feel, or how do you
floating unregulated in the atmosphere cause in
think you would feel if you lost your usual access?
the future?
In small groups, make a list of how your life would
change if all systems of digital communication such b Are there any ways you think this should be
as mobile phones and the Internet were cut. Using addressed or strategies that you think should be
a mind map, consider how you would overcome any implemented to tackle this potential problem?
problems this might create for you.
RICH TASKS
Task 1: Ouaddaian girl from Chad • streaming music, movies and TV programs
Processing geographical information • getting news updates
• checking weather reports
1 Identify all the ways, both positively and
negatively, that Sara’s life can be affected • buying clothes, groceries and presents
by this new global connectivity. • completing and submitting homework.
2 Would a smartphone be useful to Sara? Communicating geographical information
Explain why or why not. 1 Conduct your own survey about Internet
3 What changes would you expect to see use. Follow the steps in the Skill drill
in Ouaddai in 10 years’ time if a national section on the next page and complete
broadband network were introduced the Apply the skill questions.
Source 9.50 This
is Sara, a 12-year- today? 2 Write a 200-word report based on your
old girl. She lives survey results, explaining how often and
with her parents in
Task 2: How the Internet connects you to
Ouaddai, eastern the world every day in what ways those surveyed used the
Chad, central Africa. Over a short period of time, we have come Internet.
The family make their
living from a small to rely on the Internet to connect us to the 3 Present the results of your study to the
herd of beef cattle world in many ways throughout our day. We class. Use your table or graph from the
that they breed and
sell at market. Sara’s use it to play games, shop, research, find previous question as a visual aid, and talk
job is to ensure the directions, work, read books, plan activities, through the most popular websites that
cattle water trough is complete homework and, more than ever people used, as well as the differences
never empty. Some
days she must walk before, to communicate with each other. or similarities between the ways your
5 kilometres to the We can access the Internet through various family members and classmates used the
well and back several
times. When she
means, including desktop computers, Internet.
has time, Sara plays laptops, smartphones and tablets.
soccer with her twin Source 9.51
Some of the ways in which we use the Many people
brothers, aged 14.
Sara is an excellent Internet every day include: today would feel
player. A French aid lost without the
• online banking Internet.
agency has set up
a satellite dish and • downloading podcasts and apps
provided access to
a computer and the
• finding out sports results
Internet. • playing online games
• sending or reading email
CHECKPOINT
more useful and reliable your Step 8 Present your survey results in
results will be. a way that make them easy to
understand. Rather than a lot of
Step 4 Write a series of closed questions
numbers and writing, use graphs.
about your study. A closed question
Make sure you clearly label each
might look like this:
graph with the question you asked
How often do you use the Internet
and below each graph write a
at home?
short summary of the results.
At least once a day ❑
At least once a week ❑ Apply the skill
At least once a month ❑
1 Design and complete a survey about
No Internet at home ❑
the ways in which people in your class
Step 5 Once you have your questions and members of your family use the
written, go over them to ensure Internet. Include at least 10 questions.
that they all focus on the subject Survey a minimum of 20 people.
of your study and will find out the
2 Once you have completed the survey,
information you want. Make sure
analyse the results and present them in
they are clearly worded and cannot
table and graph formats.
be misinterpreted by people
completing the survey. Ask a friend
to read over your questions if you
are unsure.
Step 6 Conduct your survey. Ask the
ong ship-
at the Chittag
ng la de sh i ship breakers s and oil tankers by
Source 10.1 Ba ll apart old container ship
pu
breaking yard l can be recycled.
ee
hand so the st
These men are employed as ship breakers at the Chittagong ship-breaking yard in
Bangladesh, south of the capital Dhaka. They pull apart old container ships and oil tankers
by hand so the steel in them can be recycled and reused. Many of the ships are owned by the
wealthiest multinational companies in the world. It is dirty and dangerous work and there are
virtually no health and safety regulations to protect workers. A labourer here can earn about
$1.50 a day working as a ship breaker. Ships arrive in the South Asian breaking yards at the
rate of about one a day.
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31.
CHECKPOINT 10.1
CHECKPOINT 10.2
GEOGRAPHER’S TOOLKIT
Geographical concepts Geographical inquiry skills Geographical tools
∙ Interconnection: how ∙ Acquiring geographical ∙ Maps: thematic maps,
people are affected by the information political maps, flow maps,
environment; how people ∙ Processing geographical choropleth maps
affect the environment information ∙ Graphs and statistics:
∙ Place: the effect ∙ Communicating tables, column graphs, bar
of global trade, geographical information graphs
transport, information ∙ Visual representations:
and communication cartoons, photographs,
technologies on places aerial oblique photographs,
across the world satellite photographs,
∙ Environment: the block diagrams,
economic value of pictograms
environments to people ∙ Spatial technologies:
∙ Sustainability: pressures satellite photographs
on the Earth’s water
resources and landscapes
∙ Change: changes to
resources and places
over time through human
geographical processes
and events
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. 319
REVIEW 10.1.1
Copper
Asia
Minerals
Motor
Electronic Equipment Vehicles
Opium and Machinery Semi-
conductors Oil
Textiles
Food / Drink
Clothing Cement
Metals / Minerals
Precious Clothing Electronics Precious Metals / Minerals
Stones Wood
Products Wood Wood Products
Products
Textile / Apparel
Electronics &
Computer Parts Clothing & Machinery / Transportation
Shoes
Semiconductors & Electronics
Clothing
Electronics Other
Tea
Semiconductors &
Electronic Equipmentt
AUSTRALIA: TOP 10 TWO-WAY TRADING PARTNERS Source 10.6 Australia’s top 10 exports and imports in 2014
Exports Imports
8 Beef Computers
Source 10.5
Source: Department of Foreign Affairs and Trade (DFAT), 2014 9 Aluminium ores Passenger transport services
Source: DFAT
Source 10.7 Australia’s top 10 trading partners in 2014, showing volume of trade and the major products traded
1 China 98 210 Iron ore, gold, copper, coal, travel 54 258 Telecom equipment, clothing, computers,
furniture, mattresses, cushions
2 Japan 50 247 Coal, iron ore, beef, copper 19 971 Motor vehicles, refined petroleum, goods
vehicles
3 South 22 017 Iron ore, coal, beef, aluminium, 12 609 Refined petroleum, motor vehicles, pumps,
Korea education travel heating and cooling parts
4 United 18 510 Beef, business services, personal travel, 41 932 Motor vehicles, personal travel, business
States aircraft parts services, measuring instruments
5 Singapore 12 085 Gold, crude petroleum, business 18 102 Petroleum, transport, business services
services, animal fats and oils, computers
6 New 12 125 Person travel, transport, computer 11 343 Personal travel, crude petroleum, transport,
Zealand parts, motor vehicles gold
7 United 8 319 Gold, personal travel, financial services, 12 469 Motor vehicles, personal travel, business
Kingdom alcoholic beverages services
8 Malaysia 7 923 Copper, nickel, coal, wheat, education travel 12 659 Crude petroleum, monitors, TVs
9 Thailand 6 105 Crude petroleum, gold, aluminium, coal 12 873 Goods vehicles, passenger motor vehicles,
travel
10 Germany 2 867 Motor vehicles, medicaments 13 858 Gold coin, legal tender coin, precious metals,
personal travel, oil-seeds
Source: DFAT
322 OXFORD INSIGHT GEOGRAPHY AUSTRALIAN
Licensed CURRICULUM
to Zeba Nazari, FOR NSWHigh
from Glenwood STAGE 4
School until 2022-12-31.
wealth and a demand for its minerals from China and India.
($A BILLION)
100
2005
2006
2007
2008
2009
2010
2011
2012
2013
2004
2014
has the largest reserves of lead, nickel, silver, uranium, zinc and YEAR
REVIEW 10.1.2
Europe
Asia
US$6643
billion North America
US$5764
billion
Middle East
US$2379
billion
$US1354
billion
Africa
Central and
$US604 South America
billion
US$732
billion
LEGEND
0 2000 4000 km US$1
billion Annual trade value
REVIEW 10.1.3
60.00
55.00 goods in poorer developing countries. Because these businesses
50.00 47.38 46.29
45.00 operate in more than one country, they are called transnational
40.00
35.00
35.71 35.53 corporations (TNCs). Some of the largest, most profitable and
30.00
25.00
most recognisable brands in the world are produced by TNCs. These
22.60
20.00 18.91
brands include Coca-Cola, Apple, IBM, McDonald’s, Louis Vuitton,
15.00
11.65
10.00 9.34
6.48 Adidas and Nike.
5.00
2.01 1.36 1.17
0.00 TNCs choose to base their manufacturing in developing
Philippines
Switzerland
United States
Australia
South Korea
India (2007)
China (2008)
Singapore
Germany
Brazil
Taiwan
Mexico
Japan
countries for a variety of reasons, but the main one is cost. Labour
COUNTRY costs are much lower in many of these countries (see Source 10.14)
and this allows TNCs to spend less on manufacturing and thereby
Source 10.14
increase their profit.
Source 10.16 Top five smartphone vendors, market share and growth, 2013–14
Vendor 2013 market share (%) 2014 market share (%) Growth (%)
ARCTIC OCEAN
Russia
United
Kingdom Germany
Canada
France Switzerland
United States
Italy Japan ATLANTIC
OCEAN
PACIFIC OCEAN
INDIAN
OCEAN
ATLANTIC
OCEAN
Australia
LEGEND
Number of iPhones Gross Domestic Product per capita (US$)
13 000 000 Over 25 000 1000 to 2000
10 000 to 25 000 Under 1000
2 000 000
500 000 5000 to 10 000 No data available 0 2500 5000 km
2000 to 5000 Country border
Source 10.17
Source: Oxford University Press
REVIEW 10.1.4
RICH TASKS
Task 1: Ship breakers
Examine Source 10.1 and then watch Tim Noonan’s documentary Ship breakers of Bangladesh
on YouTube. Next, study the quote and sources below before answering the questions.
We all know how ships are born, how majestic vessels are nudged into the ocean
with a bottle of champagne. But few of us know how they die. And hundreds of
ships meet their death every year. From five-star ocean liners, to grubby freighters,
literally dumped with all their steel, their asbestos, their toxins on the beaches of
some the poorest countries in the world, countries like Bangladesh. You can't really
believe how bad it is here, until you see it. It could be as close as you'll get to hell on
earth, with the smoke, the fumes, and the heat.
Bob Simon, ‘The ship breakers of Bangladesh’, CBS News, 29 August 2007
Bangladesh led in
deadweight tonnage, China 66.7
meaning the biggest Pakistan 38.0
vessels generally
ended up on its Turkey 7.7
beaches. China and
Turkey enforce more 0 10 20 30 40 50 60 70 80 90
safety measures TOTAL CARRYING CAPACITY OF SHIPS
than the others and (MILLIONS OF METRIC TONNES)
take steps to reduce
the environmental
impact. Acquiring geographical information Processing geographical information
Source: National
Geographic 1 There are about 100 000 people in Asia 4 The ship-breaking industry was once
employed as ship breakers. In what ways concentrated in Europe but moved to India
do these workers benefit from their and Bangladesh after the 1970s. Why do
employment? you think the industry moved?
2 Brainstorm the threats to health and 5 At least one man dies every week working
safety for the workers at the Chittagong as a ship breaker. Injuries are too
ship-breaking yard. numerous to count. Who is responsible?
3 Identify the impacts of ship breaking on What could be done about it?
the coastal environment.
CHECKPOINT
globally
Acquiring geographical information
∙ 10 of the TNC’s brands or products:
1 List any Nestlé products that you know.
– Are those brands or products
2 Visit the Nestlé website and find its
only food and beverage? If not,
brands section. Make a list of 10 Nestlé
what other products does it
products that you have used over the last
manufacture?
month. How many of these 10 products
– How many of the 10 brands or
did you know were manufactured by
products that you listed above do
Nestlé?
you have in your house? What are
Communicating geographical information they?
3 Research task. Choose one of the TNCs – Collect images of the 10 products.
listed above. Go to its website and 4 Based on your knowledge of your chosen
research the following information on TNC, and of TNCs and globalisation in
the corporation to create an annotated general, describe how a TNC is able
visual display (AVD): to have manufacturing plants in many
∙ the logo of the TNC countries, sell its products to a global
∙ the location of its head office market, and have its global head office
∙ its global sales (US$) for 2014 in yet another country. (Describe the
∙ the number of companies in which it advances in technology that have
operates enabled companies to become truly
∙ the number of factories it has around transnational.)
the world
STAGE 1
Stage 1: Extracting or
Extracting or growing
raw materials
growing raw materials
All consumer goods begin as raw materials. They
are dug from the ground, grown in farms and forests
STAGE 2
or taken from rivers and oceans. Raw materials include
Manufacturing substances like oil, wood, water, metals and minerals. Most
or processing goods that we consume are made up of a combination of Source 10.21 Growing produce is part
raw materials. A laptop computer, for example, contains at of the first stage of production.
Stage 4: Consumption
The use of goods and services is known as consumption.
The volume of goods and services being consumed is
growing rapidly. This is largely due to the growth of the
world’s total population and to increases in people’s level
of wellbeing. As more and more people are moving out of
poverty, they are able to access more goods and services.
This growth in consumption is bringing about great
change to the natural environment, including supplies of
fresh water and fertile soil. Perhaps most disturbingly, our
consumption patterns are damaging the atmosphere and
causing global changes to the climate.
REVIEW 10.2.1
another product such as clothing or electronics. If you are able to make these better or
cheaper than any other country then you will capture the market.
There is also movement of money, ideas, knowledge and technology between countries.
Ideas and advances in medicine, education and business can move quickly around the world.
This can help to remove cultural barriers that often exist between countries, including
language and religious differences. Sharing knowledge and ideas in this way also helps us
move towards what is known as the ‘global village’.
Some aspects of globalisation benefit people, businesses and entire nations. Bollywood, the
Hindi-language part of the Indian film industry, is an example of this. The volume of movies
produced means that individual actors (both Indian and international), dancers, musicians
and other film professionals benefit from employment in the industry. Businesses reap the
rewards on both small and large scales. Supporting businesses (catering or lighting businesses
for example) enjoy employment and, on a wider scale, the film industry at large benefits from
the continued success of Bollywood films. The nation benefits, too, in many ways, just one of
which is the increased awareness of Indian culture on a global level.
REVIEW 10.2.2
Multiculturalism
The interconnections that come with global trade can bring
many benefits apart from financial ones. As people move
to or communicate with those from other places, there is
a natural sharing that occurs. This can enrich the cultural
landscape, as aspects of life such as language, religious
tradition, art and food are shared and integrated with or
added to the existing culture.
Sharing a different range of experiences and learning
about different ways of doing things can have many positive
results. Multiculturalism can broaden our outlook, lead us
to interests or hobbies we wouldn’t have otherwise heard
about, or create opportunities to do further study or travel.
This kind of sharing can also promote mutual understanding
and acceptance of others’ differences (see Source 10.31).
This in turn may lead to a more harmonious society that is
accepting of diversity. Source 10.31 There are many benefits that come with the
interconnection that accompanies global trade. Learning
From an economic perspective, a successful multicultural about other cultures and food traditions are just a couple of
society makes Australia an attractive destination for tourism, them.
REVIEW 10.2.3
Remember and understand for this advantage and then discuss this with
1 Describe the ways in which Chinese citizens your class.
studying in Australia can bring benefits to both 4 Read the case study about Crumpler.
countries. a Use the key concept of interconnection to explain
2 Describe how Australia’s global trade connections the business operations of Crumpler.
changed during the 1970s. b List five ways that Crumpler benefits from being
interconnected with places all around the world.
Apply and analyse
3 Australia has a comparative advantage in providing Investigate and create
a university education when compared to many 5 Examine Source 10.31 and suggest other examples
other countries. of the positive effects of multiculturalism apart
a Define ‘comparative advantage’. from the ones shown.
b Work with a partner to brainstorm the reasons
REVIEW 10.2.4
Eastern Siberia
23 languages
9 language families
Source 10.35
Source: Oxford University Press
Source 10.36 The chief of the Surui tribe in Brazil with his laptop
computer. He uses his laptop for communication, in order to
protest and protect his culture and his rainforest home.
REVIEW 10.2.5
Remember and understand 4 Describe how the Surui tribe in Brazil uses ICT
1 Describe how global interconnectedness has led to to protect their culture. In a small group discuss
a greater understanding of cultural differences. other ways in which ICT can lead to a greater
understanding of other cultures. Report back to
2 Define ‘cultural erosion’.
your classmates.
Apply and analyse
Investigate and create
3 Examine Source 10.35.
5 Brainstorm the ways in which cultures can be
a Of the language hot spots identified, which has
strengthened by increased contact with other
the greatest number of threatened languages?
cultures around the world.
b Describe the likely threats to language in this
6 Do you think it matters if a language becomes
region.
extinct? Give some reasons for your answer.
Source 10.37
Source: Oxford University Press
REVIEW 10.2.6
0 10 20 km 0 10 20 km 0 10 20 km
Source 10.39 These satellite images, taken in 1988, 2000 and 2013, show changes to the Ajkwa River over time. In these false-colour
images, pink shows areas of dry tailings and bare soil, and blue shows tailings of waste deposits. Black shows areas of water, while light
green areas are disturbed vegetation.
REVIEW 10.2.7
Air pollution
About two-thirds of China’s energy for producing electricity, heating and cooking comes
from burning coal, the cheapest but most polluting way to get energy. China is now home
to 16 of the 20 most air-polluted cities on the planet (see Source 10.43). A third of China’s
urban residents are exposed to harmful levels of pollution resulting in a rise in cancers,
asthma and birth defects. A UN study found that outdoor air pollution is associated with
some 300 000 deaths and 20 million cases of respiratory illness in China each year.
Source 10.43 Chinese cities with the highest levels of air pollution, measured by the amount of small particles considered dangerous to
health in the air (a reading of 20 is considered the safe limit).
Cities with between 4 to 5 times the safe Cities with more than 5 times the safe limit of air pollution
limit of air pollution
Changchun (85) Shanghai (81) Beijing (121) Hefei (111) Shenyang (110) Urumqi (140)
Changsha (92) Yinchuan (90) Chengdu (111) Jinan (123) Shijiazhuang (104) Wuhan (105)
Hangzhou (97) Zhengzhou (99) Chongqing (105) Lanzhou (150) Taiyuan (106) Xi’an (113)
Harbin (101) Nanjing (100) Tianjin (101) Xining (141)
Acid rain
The burning of coal during the manufacturing and processing stage releases large clouds
of sulphur dioxide, producing acid rain over 30 per cent of the country. Acid rain is caused
when certain pollutants in the atmosphere mix with the moisture (water vapour) in clouds
and become acidic. The clouds may carry the dangerous cocktail many kilometres, and
when rain falls it poisons the water and soils, killing fish populations and forests. It also
affects the yields of crops grown by farmers to feed China’s millions. Sulphur dioxide
produced by cars and nitrogen oxides from farming fertilisers also contribute to the
problem. Acid rain falls on one-third of China’s territory and 70 per cent of China’s rivers
and lakes are so full of toxins that they can no longer be used for drinking water.
REVIEW 10.2.8
Remember and understand 5 Examine Source 10.41. What point is this cartoonist
1 Describe how paper production affects the natural making?
environment. Investigate and create
2 What is acid rain? 6 Research the process of making concrete. What
3 Explain why some communities in China suffer from are the main ingredients in concrete, where do
water scarcity. How can this lead to lower levels of they come from and how does this impact on the
wellbeing? environment?
Apply and analyse
4 Describe why the environmental impact of
manufacturing is often greater in developing countries.
Shipping
About 8 billion tonnes of goods are transported on ships every year. This represents more than
90 per cent of global trade. Ships are the most efficient form of moving large amounts of goods
because of their large carrying capacity, and the lower ratio of emissions they produce. Cargo
ships, for example, produce one-tenth of the greenhouse gases of trucks for every tonne of
goods carried and about one-fiftieth of the gases produced by aeroplanes.
Shipping does, however, impact on the natural environment in other ways. Although the
number of shipping accidents that result in oil spills has declined in recent years, they still have
the potential to cause great damage to the natural environment. One of the worst shipping
disasters occurred in 1989, when an oil tanker, the Exxon Valdez, ran aground in Prince William
Sound, Alaska. Eight of its 11 tanks were damaged, spilling more than 40 million litres of crude
oil into the sea. This resulted in the deaths of up to half a million seabirds, 1000 sea otters, 300
seals and 250 bald eagles. Billions of salmon and herring eggs were also destroyed.
To remain stable, ships carry water in their holds. Known as ballast water it is pumped into
the ship’s hold from the sea at the start of its journey and then carried to the next port where
it is discharged back into the sea. Between 3 and 5 billion tonnes of ballast water is moved
around the world every year. The ballast water keeps ships and sailors safe but it also carries
marine organisms, including starfish and molluscs. It has been estimated that at least 7000
different species are carried in this way and this can cause great environmental damage (see
Source 10.45). The Northern Pacific seastar, for example, arrived in Tasmania in ballast water
Source 10.44 Oil from from Japan in 1992 and was then carried to Victoria’s Port Phillip Bay. Within 2 years, the
the grounded Exxon population had reached 12 million and had begun to ravage the native shellfish.
Valdez ship affected
1770 kilometres of
Aeroplanes
coastline and 28 000
square kilometres
of ocean – an area
approximately 10 times Aeroplanes use large amounts of fossil fuel to transport goods as well as people around the
the size of the ACT.
world. Burning this fuel produces gases such as carbon dioxide and nitrous oxide as well as
other pollutants such as soot and sulphate particles. Because most of these are produced at
altitude they tend to have greater impact on the atmosphere than those produced at ground
level.
Water vapour – also a greenhouse gas – is formed by aircraft at high altitude. Water
vapour condenses into droplets to form condensation trails, or contrails (visible line clouds).
Contrails are thought to contribute to global warming and climate change.
Aircraft also contribute to noise pollution levels, and they have other associated impacts on
places they travel to and from. These include:
• the general level of pollution and emissions caused by energy use in airport buildings
• greenhouse gas emissions from ground airport vehicles
Internet shopping.
As the world’s population grows, and we continue Source 10.45
to live in a global marketplace, the levels of pollution Source: GRID-Arendal
contributing to climate change will become more and more
of a concern. The impact of aircraft is under consideration
by the International Civil Aviation Organisation and the
UN, among others. Strategies that have been discussed to
reduce the effects of aircraft on the environment include:
• increasing the price of air travel to reduce the
number of planes in the air and amount of flying
time
• increasing air freight costs to deter people from
using airmail
• ending frequent-flyer programs that encourage
people to fly as often as they can
• trialling alternative fuels
• striving for better efficiency
• discouraging the building of new airports or the Source 10.46 The white trails behind jets are formed from
expansion of existing ones. water vapour, a greenhouse gas. They are sometimes called
‘contrails’, a shortened form of ‘condensation trails’.
REVIEW 10.2.9
CASE STUDY Many endangered species are facing a new threat brought on by increasing demand
combined with Internet access. Studies by conservation groups have found that live
endangered animals and body parts can be bought online. For example, a 2-week study
The online of European auction sites found hundreds of items made from ivory, which comes from
ivory trade elephants’ tusks. A similar study of Chinese sites found almost 18 000 elephant products
for sale on just 13 websites.
Source 10.47 A
member of the Kenyan
anti-poaching team
guards two of Kenya’s
four remaining white
rhinoceroses.
Source 10.48 A screenshot of the Unveiling the
Ivory Trade app
The powdered horn of the WORLD: BLACK MARKET TRADE IN RHINO HORN CASE STUDY
rhinoceros is believed by many
people, particularly in Asia, to be
a cure for many diseases. This has The black
resulted in rhino horn being valued market trade
at $65 000 a kilogram, making it
more valuable than gold. African in rhinoceros
rhino hunters, often poor villagers,
North Korea
Japan
horn
hunt rhinos across borders and Eritrea
Nepal
Djibouti
China
South Korea
Zambia
to Asia, usually on ships. Wildlife Mozambique
Zimbabwe
patrol officers shoot to kill those South
REVIEW 10.2.10
Russia
European
Union Ukraine
South
Korea Japan United States
Pakistan
Egypt China Mexico
UAE India
Vietnam Haiti
Thailand
Philippines Venezuela
Nigeria Malaysia
Kenya Singapore Indonesia
Tanzania
LEGEND Brazil
E-waste dumping sites
and routes
Australia Known source Chile
Known destination
Suspected destination Argentina
Known route
Suspected route
0 2500 5000 km Country border
Source 10.51
Source: Oxford University Press
REVIEW 10.2.11
RICH TASK
STRANGE BUT TRUE The global coffee trade
Coffee is one of the world’s most traded
The most expensive commodities. About $17 billion worth of coffee
coffee in the world
is traded between producing and importing
is kopi luwak, which
countries every year. This makes it the second
costs $400 for
100 grams. The most valuable commodity (after oil) in the world. It
coffee beans come is a particularly important crop to many developing
from Indonesia and countries as it accounts for as much as one-third of
have passed through their entire export earnings. More than 25 million
the digestive system people are employed in the coffee industry, many of
of the palm civet (a Source 10.52 Brazil is the world’s largest
them small farmers.
coffee producer and exporter. Coffee farms
cat-like creature), The overall demand for coffee is growing rapidly range from large plantations owned by
which lives in and this is causing many changes in its production transnational companies, such as this one,
the Indonesian to small plots owned by a single farmer.
and processing. Many small farmers in developing
rainforest. countries are finding it difficult to compete with
large plantations, which are often owned by companies from developed countries. The
demand for coffee is also creating environmental problems, particularly the clearing of
rainforest to make way for new plantations and an increased demand for fresh water.
The coffee that ends up in your cup begins as a bean grown on plants in tropical
countries, often on hillsides. The beans are picked, washed, dried, sorted and packed into
60-kilogram bags for export. Once transported the beans are roasted and ground before
being packaged and sold to the consumer.
Processing geographical information
1 Many coffee-producing countries rely very heavily on this single crop for their export
income. What are the possible dangers for countries in this situation? What kinds of risks
does relying on a single crop expose them to?
2 Do some further reading or use the Internet to research the coffee industry in one of the
top producing countries. How has this changed in the last 10 years and who has been
impacted by these changes?
CHECKPOINT
Step 4 Use your observations to find areas that import large amounts of coffee?
a logical explanation for these
United
Kingdom Canada
Belgium Germany
Austria
Spain Italy United States
Japan of America
Tropic of Cancer
India Mexico
Vietnam Honduras
Guatemala
Ethiopia
Equator Colombia
Indonesia
Peru Brazil
Tropic of Capricorn
0 2500 5000 km
LEGEND
Top ten coffee producers (million bags per year) Top ten coffee importers (US$million per year)
Over 20 5 to 7 Over 2000 750 to 1000
7 to 20 Under 5 1000 to 2000 Under 750
Source 10.53
Source: Oxford University Press
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. GLOSSARY 355
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. GLOSSARY 357
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. INDEX 359
compass points 26–7 depositional landforms 66–7, 100–1 from mining 226–7, 342–3
competing values 89 desert, living in the 152–3 environmental quality 135, 140
complex maps 24–5, 139 desert landscapes 52, 55, 200, 212 environmental resources 200–1
condensation 202, 203 developing countries 242, 312–13 erosion 54, 62–3, 76, 77
places and people 294–5 digital divide 312 Esplanade Youth Plaza, Fremantle, WA 191
methods geographers use to explain domestic water management 246–7 exports 321, 322–5
284–5 dot distribution maps 23 F
personal 282–3 drinking water Facebook 310
see also interconnections access to safe water 214, 242 farming 68, 69, 71, 75, 76, 219
conservation 98 usage 214, 215, 230 impact on mountain landscapes 80–1, 98
construction industry 231 Windhoek, Namibia 216 rice growing 232–3
constructive waves 66 drought 208, 210, 222 water use 222–3, 232–3, 234, 245
consumption (goods and services) 331 Western District Victoria 148–9
E
affect on places 348–9 fieldwork 40
e-waste 350–1
impact on endangered species 348–9 conducting 41
earthquakes 57, 108, 109, 121, 122
containerisation 309 example 41–3
Indian Ocean 2004 120
continuous resources 200 local area 136, 142
Japan 2011 122–3
contour lines 25, 269 fieldwork instruments 44–5
Nepal 2015 124–5
convection rainfall 202 fieldwork sketches 157
Earth’s layers 56
converging plates 57, 58, 59 fishing 230
eastings 30, 269
Country 4, 133 floodplains 219, 258
ecological sustainable development 1002
creation stories (Indigenous peoples) 90–1, floods 208, 220–1, 226
economic factors in connections to place
238
286–7 affect on people and places 264–5
crime (cities) 141, 170, 172, 174, 179, 180
economic value of landscapes and in Australia 260–1
cross-sections 119 landforms 89, 94 from cyclones 271–2
Crumpler, case study 335 ecosystems 51 natural and human factors 258–9
crust 56 ecotourism 99, 297, 303 preparing for 262–3
cultural erosion 338 education, access to 141, 176, 181 south-east Queensland, 2011 266–9
cultural factors in connections to place effluent 237 flow maps 23, 255
287–8
employment 134, 168 fold mountains 61
cultural value of landscapes and landforms
endangered languages 338, 339 food, water for 222–3, 232–3
88, 90–1
endangered species, impact of consumption forests 200, 201
culture, impact of global trade on 338–9
on 348–9
cyclones see tropical cyclones fresh water 200, 201
energy resources 69, 71, 192, 200, 201,
availability per person per year 243
D 224–5, 231
usage, Australia 244
dams 248 entertainment 135, 168, 311
freshwater resources, world 204–5
Darling River 210 environmental issues 187, 192, 230, 320
frontal rainfall 202
data from consumption 348–9
collecting and recording 14–15, 292 from distribution 346–7 G
interpreting 16–17 from extracting or growing raw Gallipoli, Turkey, tourism 304–5, 306–7
reliability and bias 16 materials 342–3 Ganges River, India, case study 236–7
see also particular types, e.g. bar graphs perception of liveability 133 erosional 63, 64–5
Grasberg mine, Papua, Indonesia, case spiritual connection to the land 4, 89, 90, valuing 88–91, 94
study 342–3 131, 133, 286 landscape hazards and disasters 108–23
grazing animals 81 spiritual connection with water 236 landscape management strategies 98–9
Great Artesian Basin 208 stewardship of the land 99 coasts 100–1
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. INDEX 361
valuing 88–91, 94, 96–7, 102 Macquarie Island, living on, case study 156 irrigation 223, 234
poverty 186, 336 connecting people and places 218–19 of landscapes and landforms 4, 89,
90–1, 131, 133
power generation 69, 71, 192, 200, 201, and floods 258, 260–1
224–5, 231 of water 230, 236
inland 261
PQE method 16–17, 205 spits 67
rocks, age of 52
precipitation 203 stability (cities) 141
runoff 203, 212
preservation 98 stacks 63, 65
rural places, living in 148–9
primary data, collecting and recording 14, statistics, analysis of 95
rural–urban fringe 146
15, 292 stewardship 99
S
processing (goods) 330 stored water 206–7
Saami people 340
affect on places 344–5 storm surges 272, 274
safe communities 170–1
production and consumption of goods 330–1 storm water, capture and storage 250
safe drinking water, access to 214, 242
effects on places 342–51 submarine telecommunication cables 291
safety (cities) 141, 172, 174, 176, 178–9, 180
protecting landscapes 102–3 subsidence 108, 122
salinity 76, 78
public transport 186, 192 suburbs
sand dunes 66
pyroclastic flows 110, 111 Blacktown City, NSW, case study 146–7
sanitation 181
Q liveable, Melbourne 184
satellite imagery 37, 227, 241
quadrats 45 supply chain 330–1
scale (geographical concept) 8, 98, 235
qualitative data 15, 305 surveys, conducting 317
scale (maps) 27–8
quantify (PQE method) 17 sustainability 9, 98, 177, 187
comparing 29
quantitative data 15 improving 192–3
to measure distances 28
Queensland floods, 2011 266–9 water 246, 247, 251
sea walls 100, 101
sustainable lifestyle 158–9
R secondary data 14, 15
rain gauges 44 swash 64
services, access to 134, 168
rainfall 202, 262 Sydney
sewage treatment 216, 251
Australia 208, 209, 210–11, 244 Hindu community, case study 164
SHEEPT method 17
from cyclones 271 Vietnamese in Cabramatta, case study
Shellharbour, NSW, case study 150–1 288
Namibia 216, 217
shield volcanoes 61
world 212–13 T
ship breakers 328–9
ratio scale 27 tables 32, 317
shipping 308, 324, 346
raw materials, extracting or growing 330 tailings 226, 342
shopping 311
effects on places 342–3 technology innovations, and
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. INDEX 363
Licensed to Zeba Nazari, from Glenwood High School until 2022-12-31. ACKNOWLEDGEMENTS 365
Svalbard
(Norway)
A R C T I C O C E A N
Kalaallit Nunaat
6 Kalaallit Nunaat (Greenland)
(Greenland) (Denmark) 6
(Denmark)
Jan Mayen
(Norway)
K
I (Ecuador)
Brazzaville OF CONGO 41 Victoria INDONESIA PAPUA R I
Kinshasa B A T I
Dodoma SEYCHELLES Jakarta NEW GUINEA SOLOMON
Ascension (UK) TANZANIA Chagos Archipelago (UK) ISLANDS Funafuti
Luanda Dili
TIMOR-LESTE Port Moresby Honiara TUVALU
AT L A N T I C ANGOLA MALAWI
COMOROS
Moroni
Cocos Islands
Christmas Island
(Australia)
(EAST TIMOR)
SAMOA Lima
PERU BRAZIL
ZAMBIA Lilongwe
3
St Helena (UK) Lusaka MOZAMBIQUE INDIAN (Australia)
VANUATU FIJI
Apia American Samoa
(USA)
French
Polynesia La Paz Brasilia
3
Svalbard
(Norway)
A R C T I C O C E A N
Kalaallit Nunaat
6 Kalaallit Nunaat (Greenland)
(Greenland) (Denmark) 6
(Denmark)
Jan Mayen
(Norway)
K
I (Ecuador)
Brazzaville OF CONGO 41 Victoria INDONESIA PAPUA R I
Kinshasa B A T I
Dodoma SEYCHELLES Jakarta NEW GUINEA SOLOMON
Ascension (UK) TANZANIA Chagos Archipelago (UK) ISLANDS Funafuti
Luanda Dili
TIMOR-LESTE Port Moresby Honiara TUVALU
AT L A N T I C ANGOLA MALAWI
COMOROS
Moroni
Cocos Islands
Christmas Island
(Australia)
(EAST TIMOR)
SAMOA Lima
PERU BRAZIL
ZAMBIA Lilongwe
3
St Helena (UK) Lusaka MOZAMBIQUE INDIAN (Australia)
VANUATU FIJI
Apia American Samoa
(USA)
French
Polynesia La Paz Brasilia
3
OXFORD
INSIGHT
STAGE
ISBN 978-0-19-030496-6
9 780190 304966