Geography stage st age four four
1 Sue van Zuylen Glyn Trethewy Helen McIsaac
Author acknowledgements acknowledgements The authors wish to thank Sue Watson for her work on this book; and acknowledge their considerable respect respect and value of her opinions during the initial editing process. The authors would also like to acknowledge the role played by our publisher, Penelope Naidoo. Her coordination of and perseverance throughout the production process of the Geography Focus series has been highly valued by them all.
Author dedications dedications Sue van Zuylen: To my parents: Godfrey and Peggy Fowkes. Glyn Trethewy: To my wife, Karen, Karen, and my children Sarah, Nicholas and Hannah. Helen McIsaac: To the Irving and McIsaac families.
Pearson Education Australia A division of Pearson Australia Group Pty Ltd Level 9, 5 Queens Road Melbourne 3004 Australia www.pearsoned.com.au/schools Offices in Sydney, Brisbane and Perth, and associated companies throughout the world. Copyright © Pearson Education Australia 2007 (a division of Pearson Australia Group Pty Ltd) First published 2007 Reproduction and Communication for educational purposes Reproduction The Australian Copyright Act 1968 (the 1968 (the Act) allows a maximum of one chapter or 10 per cent of the pages of this work, whichever is the greater, to be reproduced reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given remuneration notice(s) to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact Copyright Agency Limited (www (www.copyright.com.au). .copyright.com.au). Reproduction and Communication for other purposes Reproduction Except as permitted under the Act (for example a fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any for m or by any means without prior written per mission. All inquiries should be made to the publisher at the address above. above. Edited by Susan Watson Watson and Writers Reign Designed by Paul Ryan Illustrated by Bruce Rankin and Wendy Wendy Gorton Prepress work by The Type Factory Produced by Pearson Education Australia Printed in Hong Kong National Library of Australia Cataloguing-in-Publication data Trethewy, Glyn . Trethewy, Geography focus 1: stage four. For secondary school students. ISBN 978 0 7339 7714 5 (pbk.). 1. Geography - Textboo ks. I. McIsaac, Helen. II. Van Zu ylen, Sue. III. Title.
910 Every effort has been made to trace and acknowledge copyri ght. However However,, should any infringement have occur red, the publishers tender their apologies and invite copyright holders to contact them.
Author acknowledgements acknowledgements The authors wish to thank Sue Watson for her work on this book; and acknowledge their considerable respect respect and value of her opinions during the initial editing process. The authors would also like to acknowledge the role played by our publisher, Penelope Naidoo. Her coordination of and perseverance throughout the production process of the Geography Focus series has been highly valued by them all.
Author dedications dedications Sue van Zuylen: To my parents: Godfrey and Peggy Fowkes. Glyn Trethewy: To my wife, Karen, Karen, and my children Sarah, Nicholas and Hannah. Helen McIsaac: To the Irving and McIsaac families.
Pearson Education Australia A division of Pearson Australia Group Pty Ltd Level 9, 5 Queens Road Melbourne 3004 Australia www.pearsoned.com.au/schools Offices in Sydney, Brisbane and Perth, and associated companies throughout the world. Copyright © Pearson Education Australia 2007 (a division of Pearson Australia Group Pty Ltd) First published 2007 Reproduction and Communication for educational purposes Reproduction The Australian Copyright Act 1968 (the 1968 (the Act) allows a maximum of one chapter or 10 per cent of the pages of this work, whichever is the greater, to be reproduced reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given remuneration notice(s) to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact Copyright Agency Limited (www (www.copyright.com.au). .copyright.com.au). Reproduction and Communication for other purposes Reproduction Except as permitted under the Act (for example a fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any for m or by any means without prior written per mission. All inquiries should be made to the publisher at the address above. above. Edited by Susan Watson Watson and Writers Reign Designed by Paul Ryan Illustrated by Bruce Rankin and Wendy Wendy Gorton Prepress work by The Type Factory Produced by Pearson Education Australia Printed in Hong Kong National Library of Australia Cataloguing-in-Publication data Trethewy, Glyn . Trethewy, Geography focus 1: stage four. For secondary school students. ISBN 978 0 7339 7714 5 (pbk.). 1. Geography - Textboo ks. I. McIsaac, Helen. II. Van Zu ylen, Sue. III. Title.
910 Every effort has been made to trace and acknowledge copyri ght. However However,, should any infringement have occur red, the publishers tender their apologies and invite copyright holders to contact them.
Cont ent s Series features
vi
How to use this book
viii
Syllabus correlation grids
x
Investigating the world
Global environments 3
1
Unlocking the world
2
Polar lands
56
1.1 The nature of Geography
4
3.1 The polar land environment
58
1.2 Wond Wonders ers of the world
6
3.2 The northern polar lands—the Arctic
60
1.3 Maps and map reading
10
3.3 Living in polar lands—the Sami
62
1.4 Physical elements of the environment
14
3.4 The changing Sami culture
66
1.5 Human elements of the environment
16
3.5 The Sami and self-determination
70
1.6 Fieldwork
18
3.6 The southern polar land—Antarctica
72
1.7 Measuring the weather
20
3.7 Antarctica’s ecosystem
74
3.8 Human impact on Antarctica
76
3.9 Protecting Antarctica
80
2
4
Our world and its heritage
24 Coral reefs
82
2.1 Introducing our world
26
2.2 Map making and map projections
28
4.1 Coral reefs—rainforests of the sea
84
2.3 Latitude and climate
32
4.2 Coral reefs—plant or animal?
86
2.4 Longitude and time
36
4.3 Coral reef formations
88
2.5 Mapping the physical and human world
40
4.4 Animals of the coral reef environment
90
2.6 Our world heritage
42
4.5 Human threats to coral reefs
92
2.7 Criteria for World Heritage listing
46
4.6 The Great Barrier Reef
94
2.8 Valuing World Heritage
48
4.7 Natural threats to coral reefs
98
2.9 Galapagos Islands—a World Heritage site
52
4.8 Global warming—the end of coral reefs?
2.10 Introducing global environments
54
100
5
Global change Mountains
104
8
Changing global relationships 178
5.1 Mountain landforms
106
5.2 Plate tectonics
108
5.3 Earthquakes and volcanoes
112
5.4 Glaciation
116
5.5 Mountain climate
120
8.1 The globalisation process
180
5.6 Mountain tourism
122
8.2 Advances in communications technology
182
5.7 Khumbu—land of the Sherpa
126
8.3 Motorola—a telecommunications giant
184
5.8 Living in the mountain environment— Sherpa people
128
8.4 Compute Computers rs and the World Wide Web
186
8.5 Transport technology and globalisation
188
8.6 Transnational corporations and globalisation
192
8.7 The globalisation of sport
196
8.8 The sweatshop side of globalisation
198
8.9 Cultural impacts of globalisation
200
8.10 Globalisation—winners and losers
202
6
Rainforests
132
6.1 Rainforest environments
134
6.2 How the Amazon rainforest works
136
6.3 Living things of the Amazon
140
6.4 Indigenous people of the Amazon
144
6.5 The Congo rainforest and its community
146
6.6 The Daintree—Australia’s tropical rainforest
150
6.7 The future of rainforests
154
7
Deserts
156
7.1 World deserts and their people
158
7.2 Processes in the desert atmosphere
160
7.3 Processes in the hydrosphere and lithosphere
162
7.4 Processes in the desert biosphere
166
7.5 Human impact on the desert environment
170
7.6 A desert community—the San of the Kalahari
172
Deserts in Australia
9
Global inequality
204
9.1 Accessing the necessities of life—fresh water
206
9.2 Accessing the necessities of life—food and shelter
208
9.3 Other aspects of the quality of life
210
9.4 The world and its resources
212
9.5 Measuring inequality between countries
216
9.6 The Human Development Index
218
9.7 Life opportunities throughout the world
220
9.8 Reducing global inequality
222
9.9 The importance of action
224
9.10 Global organisations
226
Global issues and the role of citizenship
13
Land degradation 284
10
Climate change
228
13.1 The nature of land degradation
286
13.2 Soils and their degradation
288
13.3 Desertification
292
13.4 Soil salinity
294
10.1 Climatic records
230
13.5 Mining and land degradation
296
10.2 Natural climate change
232
13.6 War and land degradation
298
10.3 The greenhouse effect
234
13.7 Nuclear pollution and land degradation
300
10.4 Global warming
236
13.8 Land management
302
10.5 Different perspectives on climate change
240
10.6 Living more sustainably
242
14
11
Access to fresh water
Human rights 246
304
14.1 Human rights for all
306
14.2 Life and liberty
308
11.1 Water— Water—aa scarce and precious resource
248
14.3 Discrimination denies human rights
312
11.2 Groundwater—a hidden resource
252
14.4 Children’s rights
314
11.3 Effects of falling water tables
254
14.5 Child labour
316
11.4 Contamination of groundwater
256
14.6 Child soldiers
318
11.5 Water and health
258
14.7 Child trafficking
320
11.6 The Aral Sea ecological disaster
260
14.8 Campaigning for human rights
322
11.7 The issue of dam-building
262
11.8 Conflict or cooperation?
264
15
Threatened habitats
12
Urbanisation 266
324
15.1 The dimension of habitats
326
15.2 The threats to habitats
328
12.1 Cities of the world
268
15.3 Perspectives on threatened habitats
330
12.2 The growth of cities
272
15.4 Management of threatened habitats
332
12.3 The urban footprint
274
15.5 Grasslands—a threatened habitat
336
12.4 New York City—a world city
276
12.5 Issues in cities of the developing world
278
15.6 The lemurs of Madagascar—an endangered species in a threatened habitat
340
12.6 Mumbai—India’ Mumbai—India’ss megacity
280
15.7 Threatened species profiles
342
Acknowledgements Index
344 346
12.7 Mexico City—a megacity from
GEOGRAPHY FOCUS 1 Geography Focus 1 is specifically written to provide comprehensive coverage of the NSW Stage 4 Geography syllabus.
Geography Focus 1 Coursebook Includes Student CD
Geography Focus 1 provides a thorough introduction to the study of Geography Geography.. Stunning visuals, together with the most up-to-date and stimulating material, will engage and motivate students.
Key features include: full-colour, double-page spread format outcomes listed at the start of every chapter a diverse range of appealing maps and other geographical media
G eo g g r ra phy
structured, student-centred activities catering for different learning abilities
1
activities contributing to skills associated with literacy, active and informed citizenship and cross-curriculum content Skills Master sections providing the geographical skills and tools integral to the study of Geography
s t t ag e f e f o ou r u r
Sue v a a n Z u y len Gl y y n T r re t hew y H elen M c cI I sa a a c c
Snapshots incorporating high-interest features Geography Focus boxes providing fascinating facts about a topic, country or place ICT skills incorporated throughout. Each coursebook includes an interactive Student CD containing: an electronic version of the coursebook
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Ho w t o use t his book There are 15 chapters in the book, each with the following features:
Geography allows us to see the world more clearly. Geographers learn to view things from different perspectives and understand the natural and human processes that shape our world. The discipline involves two key dimensions: • the spatial dimension—where things are and why they are there • the ecological dimension—how humans interact with environments.
Chapter opening pages outline the syllabus outcomes and geographical tools addressed within the chapter. The opening pages also define all the key terms used in the chapter.
Coral reefs S T N E M N O R I V N E L A B O L G
Coral reefs have been labelled the ‘rainforests of the sea’ because they contain a wide and colourful variety of plants and animals. Located in the warm tropical waters of the world, they are increasingly coming under pressure from human activities and are an environment at risk. Geographers need to study the interrelationships that exist within coral reefs so that they can make recommendations about their management and ensure that these precious ecosystems exist into the future.
Geographical tools Maps •
use various typ es of maps
•
locate features usinglatitude andlongitude, area andgrid references
•
identify physicalandculturalfeatures ona map
•
measure dista ncesona mapusinglinear scale
•
identify scaleas writte n,linearor representative fraction
•
use the points of a compass to determine direction
•
constr uct a sketchmap
barrier reef —a coralreef that forms to protect a lagoonor coastline from the ocean
•
r e ad s y n op t i c ch a rt s
biodiversity—the variety of alllivingthings
Outcomes
Graphsand statistics
A student:
•
4.1 identifies andgathersgeographical information
identify andcalculate maximum,total, range,rank andaverage
•
4.2 organises andinterprets geographical information
constr uct andinterpre t bar,column,line, climaticand proportionalgraphs
Photographs
4.3 uses a range of written,oralandgraphic forms to communicate geographical information 4.4 uses a range of geographicaltools 4.6 describes the geographicalprocesses that formand transformenvironments 4.8 describes the interrelationships between people andenvironments 4.10explains how geographicalknowledge, understandingand skills combine with knowledge of civics to contribute to informedcitizenship
•
d r aw a l i n e d ra w i ng
•
collectandinterpret photographicimages
•
distinguishbetweenoblique,aerial,groundlevelphotographs andsatellite imagery
Definitions archipelago—a chain or cluster of islands atoll—a circularorring-shapedcoralreef that nearly or entirely encloses a lagoon
calciumcarbonate—thechemicalcompoundcreatedbythecoral polypasitgrows.(It istheskeletonof thecoralandis frequently foundelsewhereinnature.)
coralbleaching—wherecoralpolyps expelmulti-coloured zooxanthellae from their cells,making coral lose its colour, causing the reef to die fringing reef —a coralreef that forms close to anislandor coastline hard coral—corals that formcalciumcarbonate skeletons asthey grow,giving reefs their structure soft coral—corals witha smallamount of calciumcarbonate that they use to attachthemselves to the reef symbioticrelationship—amutuallybeneficialinteraction betweentwolivingorganisms
ICT •
collectand interpretelectronicinformation
•
practise ethicalbehaviourwhenusingemail andthe Internet
synopticchart—a map that shows air pressure across an area,enabling predictions about the weather to be made zooplankton—very tiny,drifting animals such as shrimp and smallfish zooxanthellae—algae that grow in the tentacles of the coral polyp
Geography Focus 1 addresses the content, outcomes and objectives of the New South Wales Stage 4 Geography syllabus. The coursebook is divided into four colour-coded sections, corresponding to each of the prescribed focus areas: • Investigating the world • Global environments • Global change • Global issues and the role of citizenship.
Deserts are stark but spectacular environments, portrayed in books and motion pictures as places of adventure and mystery. They have very little precipitation and high levels of evaporation,le ading to scattered vegetation and highly adapted flora and fauna. Almost one third of Earth’s land surface is classified as arid or semi-arid desert. This global environment is located on every continent except Europe. Geographers study the geographical processes in desert environments and the adaptations people have made to live in them.
Syllabus outcomes
Maps •
use various types of maps
•
locate features usinglatitude andlongitude, area andgrid references
•
identify physicalandculturalfeatu res ona map
•
measure distances ona mapusinglinear scale
•
use the points of the compass to determ ine direction
atmosphericpressure—theweightofthe aironthe Earth’ssurface
•
identify andinterpret er lief
•
constr uct a sketchmap
desertification—thespreadofdesertlands andland degradationacrossmorearableland
Graphsandstatistics
Definitions aeolian—processestodowith thewind arable—landthat is capable of growingcrops arid—dry,parchedclimate orland
ecosystem—acommunityoforganismsinteractingwithone anotherandwiththeenvironmentin whichtheylive
•
identify andcalculate maximumand minimum,total, range,rank and average
evaporation—the process by whichwaterturns fromliquid tovapour
•
constr uct andinterpretbar,column,climatic andproportional graphs
nomadic—alifestylewherepeoplemovearoundan environment to a range of locations,usually relatedto the seasonsandtheavailabilityoffood
Photographs
4.1 identifies and gathersgeographical information
•
draw a linedrawing
4.2 organises andinterprets geographical information
•
collect andinterpret photo graphicimages
playa—aflatbasin inthedesertthat iscoveredin waterevery sooften
•
distinguishbetweenoblique,aerial,groundlevelphotographs andsatellite imagery
salinisation—theprocessbywhich soilandwaterbecome saltydueto saltsmovinginsoils
ICT
4.4 uses arange of geographicaltools
•
collectandinterpret electro nicinformation
4.6 describes thegeographicalprocesses that formand transformenvironments
•
designandcreate a multimedia prese ntation
4.8 describes theinterrelationships between people andenvironments 4.10explains how geographicalknowledge, understandingand skills combine with knowledge of civics to contribute to informed citizenship
• Skills: questions that relate specifically to the Stage 4 course content and address the Stage 4 skills outcomes. • Application: extension-type questions where students are asked to apply their knowledge. Civics and citizenship activities are embedded within these activities.
Geographical tools
A student:
4.3 uses a range of written,oralandgraphicform s to communicate geographicalinformation
• Knowledge: comprehension and recall questions.
• Surf : activities that incorporate ICT, including Internet-based skills. These activities can be found on the associated Companion Website and are cached on the Student CD.
Deserts S T N E M N O R I V N E L A B O L G
Activities at the end of each unit are broken down under the following headings:
• Fieldwork: activities carefully planned to achieve syllabus outcomes. They enhance learning opportunities and cater for a variety of teaching and learning styles.
oasis—anareainthe desertwheregroundwateriscloseto the surface andplants cangrow
semi-arid—thetransitionzonebetweendesertandgrassland thatreceivesanaverage250–500millimetresofr ainperyear subsistence—cropsorfood growntosatisfya community andnotfor sale
Activities
SNAPSHOT 2
Knowledge
subtropical—climatesclosetotheTropicsof Cancerand Capricornbutnotbetweenthem
1 What is an ecosystem?
sustainable—usingresourcesina waythatdoesnotdegrade them wadi—a streamorrivercourse ina valley of a desert
2 What conditions determine the flora and fauna that grow in deserts?
xerophyte—aplantadaptedtoliving inthedesertor in drought
3 Outline some of the adaptat ions that plants make to l ive in deserts. 4 Outline the specific characteristics of the Saguaro cactus that help it to survive in the desert environment. 5 Name the insectsmentioned in this unit. 6 Outline some of the adaptat ions that animals make to l ive in deserts. 7 What are producers? 7.22 The sidewinder rattlesnake
8 What is the main difference between a pr imary and secondaryconsumer? 9 How has the roadrunner adapted to l iving without much water?
Sidewinder rattlesnake The sidewinderrattlesnake is so called because of the way that it moves sideways with an S-shaped curve. It lives in the Mo jave and Sonoran deserts of the Un itedStates. The snake’s venom helps in catching prey,but it also prov ides a defence. Rattlesnakesaregenerallyheavy-bod ied and slow-moving,unable to chase down their prey or k ill it by constriction,so they need another means to make themselves competitivepredators—their venom. It is produced like saliva and the chemical k ills by stopping the normal cellular processesin a bitten victim. Venom also aids in the digestion of prey by break ing down its tissue. A rattlesnakealso contains a rattle in its tail to warn other creaturesaway. The rattle probably developed as a means to alert the other an imals sharing the snake’s habitat to its presence,and thus protect it from being stepped on. Rattlesnakes prey on small mammals,b irds and reptiles. The snakesare, in turn,preyed upon by various mammals,such as coyotes and badgers,birds of prey and humans .
A CHANGE IN BALANCE If one aspect of the ecosystem ischanged then the other
10 What is the prey of the sidewinderrattlesnake? 11 Outline three characteristics of the beavertail cactus that make it a unique species.
Skills 12 Refer to 7.20: What three species does the sidewinder rattlesnake eat? What three spec ies eat the ant ? Name the two producers in the food web. Name the three primaryconsumers in the food web . Give two examples of secondary consumersin the foodweb. f Give an example of an insectivore. g Give an example of a carn ivore. a
b c d e
Application 13 Refer to the thorny dev il in 7.18. Draw your own annotated thorny devil by using the description in the last column as labels. Place the labels around the dev il with connecting lines to the part of the an imal they apply to . (See Sk ills Master on page9 in unit1 .2 for an example of annotated photographs.) 14 Considertheadaptat ionsthatfloraand faunahavedeveloped tol ive inthedesert . Createyourownnew desertplantbased onthecharacteristicsofreal ones. Annotateyourplantw ith labelspointingtothe partsthatshow itsadaptations
