Geography 12: Final Assessment Review sheet

 Geography 12:  Final Exam Review Sheet

Please check for updates on the blog post with this as well.

The final assessment will be comprised of a short section on ocean currents and atmospheric circulation & weather that I have tested you on.  Some short answer questions etc…

The rest of the final assessment will be based on mostly the geographic thinking concepts and their application on specific topics and articles.  

Spend your time reviewing the material since our last test (things like cloud types, tropical and other storms (chart p. 281), how climate change is affecting storm cycles and ocean currents).

Then spend time understanding the geographic thinking concepts listed below.  Also on the pink sheet I gave you when we looked at the “Babushka’s or Chernobyl” has more questions with regard to these concepts.

Some vocab:  humidity, relative humidity, condensation, dew point, thermohaline (great ocean conveyor belt), gyres, intertropical convergence zone, tropical depression, wind shear 

The major topics we covered this term are:

-spheres of the Earth (chap 3)

-river systems (chap 12)

-glaciation (chap 9 EM)

-gradation (chap 7, 8 EM)

-plate tectonics (chap 4)

-earthquakes (chap 4 EM)

-volcanism (chap 5 EM)

-rock cycle (chap 6)

-weather (chap 10,17 EM)

-tropical storms (chap 16 Earth Matters)

-atmospheric circulation (chap 14)

-ocean currents (chap 11, 15 EM)

The Geographic Thinking concepts are:

★ establish geographic significance 

Why we care, today, about certain events, trends, and issues in geography (and history). Ex: Why was the eruption of Mount St. Helens in 1980 considered an important event? Ex: Outline the various human and physical outcomes of the 2004 Indian Ocean Tsunami. 

★ use a variety of data including primary source evidence 

How to find, select, put in context, compare, challenge, and interpret sources for an argument or an event involving geography. Ex: What do historical maps and air photos of Prince George suggest about the city’s “livelihood” at the times they were made? Ex: To what extent has legislation and local policies made schools safer for LGBTQ students? 

★ identify patterns, continuity and change

 What has changed and what has remained the same over time. Ex: To what extent has legislation and local policies made schools safer for LGBTQ students? Ex: Compare earthquake characteristics and damage: Alaska 1964, Japan 2012. 

★ analyze cause and consequence 

How and why certain conditions, forces, and actions lead towards to others. Ex: Why was the aftermath of Hurricane Katrina in New Orleans so dramatic and controversial? Ex: What caused the Hope Slide, and what resulted? 

★ understand interactions and associations 

Interconnectedness between ideas, events, and things; in particular, the ways in which humans and the environment influence each other. Our own sense of place is an output of this concept. Ex: How has the popularity of Banff National Park created pressures on the local environments? Ex: What kind of relationship exists between urban non-reserve Indigenous people and the traditional territory of the people with whom they share an affinity? 

★ take geographic perspectives 

Understanding the “past as a foreign country” and the “geography of the other” -- imagining and empathizing with different social, cultural, intellectual, geographical and even emotional contexts that shaped people’s lives and actions, including a sense of place. Ex: Why did some people choose to remain in the Chernobyl radioactive zone? Ex: How is Canada’s far North seen differently by it’s Inuit inhabitants compared to resource extraction entities largely based in Southern Canada? 

★ consider the ethical dimensions of geographic problems (or historical interpretations) and resulting value judgements 

How we, in our particular time and place, judge actors in different circumstances in the past or different locations and cultures; when and how crimes, sacrifices, or issues of the past bear consequences today; what obligations we have today in relation to those consequences. Ex: How should Japan address future energy needs in the wake of the 2012 Fukushima nuclear disaster? Ex: Does a community land-use decision address the stated concerns of stakeholders?

Source:  Pacificslope Consortium

Geography 12: Week of Jan 13th (including link for GPGP)

 Monday Jan. 13th

Today we finished the documentary "An Inconvenient Truth" and had a short discussion about it and it's relevance today.  We discussed how this could springboard into your projects, which we are starting this week and will be due (with short presentation) on Thursday Jan. 23rd.  

Tuesday Jan. 14th

-We started by going over our Friday 5's (see previous post with the answers).  From here we moved to talking about our projects, I went over the outline.  Find link to blog post here.

Wednesday Jan. 15th

In the first half of today we tacked Ocean Currents.  We read pp. 248-252 and 176-178 in our text Earth Matters.  We took some notes, watched a TEDed (linked below) and talked about these currents and put both the major ocean conveyor belt (thermo-haline) and gyres on a map.  See below.  We finished off talking about the Great Pacific Garbage Patch and answered these questions from the link below.

In the second half we finished GPGP questions and continued on with our research for our projects.

Link for video on Ocean Currents:  https://www.youtube.com/watch?v=p4pWafuvdrY

Link for Great Pacific Garbage patch here: https://theoceancleanup.com/great-pacific-garbage-patch/

Questions for GPGP:

Slide of Global Ocean Conveyor belt:

Slide of ocean gyres:

Slide of info-graphic on GPGP:

Geog 12 little enviro/climate change project

 Goal:  to understand, identify and assess what has happened around certain environmental/climate change issues since the release of an Inconvenient Truth.  How have these issues/events influenced each other.

How to achieve goal:  choose a topic of interest (ideas below or from documentary), create a research question and do research to find answers.  Create a short presentation that you will present to us on Thursday next week.  Presentation should not exceed 10 minutes (think 6/7 slides).  Include a bibliography in APA style.  (You will be submitting your notes).

Sample topics:

— human modification of the lithosphere for resource extraction, settlement, agriculture

— human modification of the atmosphere by changing the rate of exchange of gases (e.g., release of CO2 through burning of fossil fuels)

— human modification of the biosphere by hunting, domesticating, bio-altering, and geographically relocating other species

— storm protection of coastal cities by wetlands

— settlement patterns associated with access to natural resources (e.g., risk of farming on a flood plain in rich soils developed by river flooding)

— global climate change and ocean acidification

— deforestation

— coral reef bleaching

— depletion of ozone layer

— global atmospheric circulation patterns

— acid precipitation

— wild species at risk

— drainage patterns, agriculture, and coastal dead zones

- melting of polar regions and permafrost

Some key questions to consider:

— How much responsibility do we have for the environment?

— Should people sacrifice some of their standard of living to halt global climate change?

— Can the oceans survive human impacts?

— What are the reasons for and against limiting natural resource extraction? Do you think we should limit extraction?

Geog 12: Answers to Friday 5, jan 10

 1.  Where is the ICTZ/intercontinental convergence zone?

-an area around the equator between the tropics that has a permanent low pressure area and includes the doldrums and the trade winds (area under hadley cells)

2.  What are the 4 main cloud types?

Stratus - Stratus means stretched out or layered.

Cirrus - Cirrus means curl, lock of hair

Cumulus - Cumulus means heap.

Nimbus - Nimbus means rain cloud, cloud burst, shower and cloud

3. Define humidity:

-refers to the amount of moisture in the air (ie. how much water vapour in a parcel of air at any given time)

4.  Name the 5 major types of storms

-thunder

-hurricanes 

-tornados

-blizzard

-frontal depression

5.  Define/explain one of these and what conditions are needed.

Storm Type	Definition	Conditions Needed for Formation
Tropical Storm	A storm system characterized by a low-pressure center, thunderstorms, and strong winds, typically forming over warm oceans.	- Warm ocean water (at least 26°C/79°F) provides energy. - High humidity in the mid to upper atmosphere. - Low vertical wind shear (weak changes in wind speed and direction with height). - A pre-existing weather disturbance, such as a tropical wave.
Thunderstorm	A localized storm with lightning, thunder, heavy rain, and sometimes hail, resulting from rapidly rising warm air.	- Warm, moist air near the surface. - Unstable atmospheric conditions. - A lifting mechanism (e.g., front, terrain, or convection) to push air upward. - Sufficient moisture to sustain cloud and precipitation development.
Tornado	A rapidly rotating column of air extending from a thunderstorm to the ground, with extreme winds and localized damage.	- A supercell thunderstorm with strong updrafts. - Significant wind shear (changing wind speed/direction with height). - A triggering mechanism, such as a cold front. - Presence of moist, warm air colliding with cooler, drier air.
Winter Storm	A storm with heavy snow, sleet, or freezing rain, often associated with cold temperatures and strong winds.	- Cold air near the surface. - Abundant moisture (often from a nearby body of water or atmospheric rivers). - A lifting mechanism, such as a low-pressure system or front.
Hurricane	An intense tropical storm with sustained winds of 74 mph or more, forming over warm ocean waters and causing widespread damage.	- Sea surface temperatures of at least 26°C (79°F). - High levels of moisture in the troposphere. - Low vertical wind shear. - A disturbance to initiate the system, like a tropical wave.

Socials 10, Answers to Friday 5: Jan 10

1.  What is Fascism?

-A form of totalitarianism that tells citizens that their nation and race are superior.  People are conditioned to nationalism (often extreme) and love of the mother country.  Leader uses fear, propaganda and military to maintain control in a one party system of government.  

2.  Fascist leaders of Italy and Germany.

-Mussolini and Hitler

3.  Why did Fascist regimes to thrive in the 1930's?

High unemployment and inflation, they wanted fast answers and totalitarian regimes promised stability and employment.

4. How did countries respond to Hitler's aggression?  

appeasement, give him what he wants in order to avoid war

5.  Who was the PM at the start of WWII (and the end of the depression)in Canada?

-King

Bonus:  What does proroguing parliament mean?

-is the action of ending a session of parliament without dissolving it. This process temporarily suspends parliamentary activities, including debates, committee work, and the passage of legislation. Prorogation is initiated by the head of state (GG) on the advice of the prime minister

Geography 12: Jan 6-8

 January 6th 

Happy New Year and Welcome back!

Today we went over and corrected our quizzes and made some updates to our climate graphs (particularly adding the labels to the axises and then ensuring we answer the following:

Ensure the graphs are fully labelled. 

Decide which climate graph represents a region under:

The Hadley Cell

The Ferrel Cell

The Polar Cell

Make sure you write an explanation as to why you made your choice.  

If you need to access the climate graph data please see this post.

From here we did our weather readings and some notes on:  humidity, relative humidity, dew point as we are moving towards looking at clouds and cloud formation tomorrow.

We watched these two videos to help us understand the difference between dew point and relative humidity.

https://www.youtube.com/watch?v=xNNSugTdpqo

https://www.youtube.com/watch?v=OiejHVHrdOo

Tuesday Jan. 7th

Mr. von Hagel was in for me today.  Here is what went on:

-weather readings

-Review notes from yesterday on dew point, humidity etc…from start of slides you have.

-watch second video on dew point vs relative humidity, briefly discuss

-notes on condensation and cloud creation, watch videos, have students do cloud sheet

-storms, brainstorm what types they can think of, have them complete chart on p. 281 in text

Wednesday Jan. 8th

Today we started with weather readings and recording and then there was a bit more time to finish the chart on page 281. We reviewed the details, talked a bit about tropical storms and where they occur and the difference between the ITCZ (Inter continental convergence zone), the mid latitudes and polar regions and related these to the atmospheric circulation cells.

We watched these two videos to help our understanding:

https://www.youtube.com/watch?v=lmWh9jV_1ac

https://www.youtube.com/watch?v=XzWteUpTpu8

In the second half we watched "an inconvenient truth" we got to about 40ish minutes with discussion. This is a 2006 documentary so made before you were born, it is startling how long they have been studying climate change and how little has been done! We are using this as a jumping off point for a little project we are starting next week. We will have a Friday 5 on Friday.

Just a note our final exam is on: Friday Jan. 24th and it will be based on the Geographic Thinking Concepts.

https://www.youtube.com/watch?v=lmWh9jV_1ac

https://www.youtube.com/watch?v=lmWh9jV_1ac

https://www.youtube.com/watch?v=lmWh9jV_1ac

Socials 10: Jan. 6-8

 Monday Jan. 6th - welcome back!

-Today in Socials we started with talking about what was happening in Canadian politics and how this impacts us right now with Trudeau stepping down and proroguing parliament.  We then continued on with the lead up to WWII and how Fascism and Hitler grabbed such a spot in history.  We watched these two videos:

https://www.youtube.com/watch?v=eOUIp_-vGZI&t=1s

https://www.youtube.com/watch?v=yEk6zGYwyhc&t=2s

We had some discussion around these videos and Hitler's rise to power.  From here we reinforced our knowledge with reading pages 270-274 in our text and answering the following:

Define:  fascism, totalitarianism, propaganda, communism (and proletariat), appeasement

Answer queston: What conditions were present that allowed Hitler and Fascism to rise to power. 

Create a tri-venn diagram comparing: communism, fascism and totalitarianism.

Tuesday Jan. 7 - Mr. von Hagel was in for me today. The class started the WWII project. Please see the previous blog post or link to it here. This project is due: Monday January 13th.

Wednesday Jan. 8th

Today we went over our 1920's test and corrected it. From here we worked on a map of Europe in 1942. In the second half I reviewed the expectations of the WWII project and went over Evaluative questions and how these should show up in your project. We then went to the library and worked on our projects. Please note there will be a Friday 5 on Friday, you will have 15 minutes to put some final touches on your project.

Upcoming dates:

-Jan. 13 WWII projects are due

-Jan. 23 final assessment

-Jan. 27th project completion and final day to hand in late work from second term.