Geography 12: Final Exam Review Sheet
The final assessment will be comprised of (Part A) a section on ocean currents and atmospheric circulation & weather that I haven’t tested you on. Some short answer questions etc…explanation of a diagram (see below for ideas).
The rest (Part B) of the final assessment will be based mostly on the geographic thinking concepts and their application to 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, complete this we will go over), how climate change is affecting storm cycles and ocean currents). See questions below.
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 (ITCZ), tropical depression, wind shear, eye wall, El Nino, La Nina, Thermocline
Be prepared for a diagram on tropical storm/hurricane development where you use the diagram to describe how it forms and what it needs to form.
Consider Hurricane Katrina (documentary we watched), why it occurred, what happened, how events unfolded and how those in power responded and the outcome. What were the primary effects (consequences), what were the secondary effects? What was learned? Were any new solutions put in place etc…
Be prepared to answer the following type of questions on ocean currents:
-Explain the major factors responsible for the origin and movement of ocean currents.
-Discuss the influence of ocean currents on the climate of the world.
-Explain the global distribution of warm and cold ocean currents.
-Describe the El Niño phenomenon and its impact on ocean currents, climate & weather.
Be prepared to describe cloud formation using correct vocabulary and how this relates to weather (H/L pressure).
Why has the GPGP formed where it has? What are the causes and consequences of the GPGP? What do you think should be done about this and why?
https://www.bbc.co.uk/bitesize/guides/zym77ty/revision/3. (good review of ocean currents)
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
