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A. INTRODUCTION AND PURPOSE OF THE RELAB (REMOTE LEARNING ACTIVITY BOOKLET)

The pandemic has forced schools to resort to the implementation of rotational timetables-where learners who
are at home during normal schooling must continue learning. Hence RELAB as a strategy towards the
deployment of remote learning.

The RELAB is underpinned by the following Legislative demands:

a) Responding to GDE Strategic goal 2 promoting quality education across all classrooms and schools
b) DBE Circular S13 of 2020 the requires the GDE to support the implementation of the Recovery Annual
Teaching Plan (RATP)
c) GDE Circular 11 of 2020 requiring districts to issue Learning Activity Packs to support schools for
lockdown learning. Understanding learning constraints at home as majority of learners do not have access
to devices or data to use for online learning. Many households are depending on schools to provide them
with learning resources packs

RELAB is designed in a study guide format, where the content is briefly explained with related concepts as
revision, in the form of e.g. notes, mind-maps, concept progression from the previous grade/s followed by
exemplar exercises then practice exercises/problems . The exercises are pitched at different cognitive levels to
expose learners at Grade 10 & 11 to these different cognitive levels of questioning. The NSC diagnostic
reports in different subjects have revealed that learners fail to analyse questions and as a result fail to respond
accordingly.

The RELAB is intended to ensure that learners work on exercises as per topics taught while at school. These
exercises must be completed at home, fully and learners will receive feedback as groups or individually at
school. It is therefore of paramount importance that teachers mark the work with learners in class, as a way of
providing feedback. Educators must diagnose learner responses, remediate where necessary and plan further
intervention.

Educators are encouraged to create WhatsApp groups to remind learners on what is expected of them in a
particular week/ day(s). There shouldn’t be a backlog on curriculum coverage as content will be covered
simultaneously. Feedback from learners at home will confirm usage of the RELAB material.

RELAB further prepares learners for formal assessment.

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TABLE OF CONTENTS

TERM WEEK SUBTOPIC/SECTION PAGE

1 Mind Map 3
Terminology 4-5
Composition of the atmosphere 6
Structure of the atmosphere 7
Ozone layer 8
CLIMATE AND WEATHER

Activities 9-12
2 Heating of the atmosphere 13
Activities 14
Horizontal variation in temperature on the earth’s surface 15
ONE

Activities 16-17
3 The Greenhouse effect and Global Warming 18
Activities 19-20
4 Moisture in the atmosphere 21

5 Cloud formation 22

6 Different forms of precipitation 23

Activities 24-26
7 Synoptic Weather Map 27
Activities 28-30

TERM WEEK SUBTOPIC/SECTION PAGE

1 Mind Map 31
Terminology 32-33
Structure of the Earth 34
GEOMORPHOLOGY

Activities 35-36
2 Classification of rocks 37
38-40
3 Plate Tectonics 41
TWO

Activities 42-44
4&5 Folding and Faulting 45
Activities 46-48
6&7 Earthquakes 49
Activities 50-52
8&9 Volcanoes 53
Activities 54-56

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 TERM WEEK SUBTOPIC/SECTION PAGE

1 Mind map 61
Terminology 62 - 63
2 Population Distribution and Density 64
POPULATION

Activities 65 - 67
THREE

3 Population Structure 68
Activities 71 - 74
4&5 Population Growth 75
Activities 79 - 82
6&7 Population Movements 83
Activities 85 - 92

TERM WEEK SUBTOPIC/SECTION PAGE

1 Mind map 93
RESOURCE

Terminology 94 - 95
WATER
FOUR

2 Water management in South Africa 96 – 109

Activities 110 - 112
3 Floods 113
Activities 116 - 117

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 ATM O SPH ERE
CLIMATE
GRADE 10: TERM 1
WEEK 1

1. Composition
1.1. Understanding the atmosphere as a system
and structure
1.2. Why the Atmosphere is so important
of the
1.3. What is the composition of the Atmosphere
Atmosphere
1.4. What is the structure of the atmosphere
1.5. Ozone layers of the Atmosphere

2.1.Temperature changes over time and space

2. Heating of
2.2. Processes associated with the heating of the atmosphere
2.3. What are the ways insolation is spread in the atmosphere?
the Atmosphere
2.4. How is energy transferred from the Earth’s surface?
2.5. What factors affect the temperature of different places?
2.6. The Greenhouse effect (enhanced effect and impact

3.1. The different forms and quantities of water

3.Moisture
3.2. Evaporation and condensation in
the atmosphere
3.3. Humidity
3.4. Clouds
3.5 Precipitation

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TERMINOLOGY
Atmosphere The gaseous layer surrounding the Earth
Atmospheric It is the force exerted on a surface by the air above it as gravity pulls it
pressure to Earth
Latitude
Ozone Is a highly reactive gas composed of three oxygen atoms.
Ozone depletion
Albedo
CFK Chlorofluorocarbons – various compounds consisting of carbon,
hydrogen, chlorine, and fluorine, once used in aerosol propellants and
refrigerators
Temperature
Permanent Gasses that do not change in proportion
gasses
Variable gasses The percentage of these gasses in the atmosphere changes from time
to time and place to place
Climate The average conditions in the atmosphere for an area over a log period
of time
Weather The average conditions in the atmosphere for a specific place and time
Greenhouse Gasses which trap heat radiation from the earth causing temperatures to
gasses rise on the earth’s surface
Inversion A condition in the atmosphere where temperature increase with height
Terrestrial Radiation from the earth
radiation
Ultraviolet light Electromagnetic radiation with a wavelength shorter than that of visible
light
Greenhouse The greenhouse effect is the process by which radiation from a planet's
effect atmosphere warms the planet's surface to a temperature above what it
would be without this atmosphere
Phytoplankton Are the autotrophic components of the plankton community and a key
part of ocean and freshwater ecosystems
Albedo The amount of radiation reflected from a surface
Insolation Incoming solar radiation
Global warming The rise in global temperatures which has led to climate change
Continental It includes temperature extremes, large diurnal and seasonal ranges of
climate temperature, small annual precipitation totals, and low relative humidity
Maritime climate Marine climate is the classification of climate typical of west coasts in
higher middle latitudes of continents, and generally features mild
summers
Temperature Maximum temperature minus the minimum temperature
range
Deforestation The removal of trees
Desertification The process by which fertile land becomes desert, typically as a result of
drought, deforestation, or inappropriate agriculture.

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Soil erosion The removal of fertile topsoil by wind and water
Condensation When water vapour changes to liquid state
Evaporation When liquid change to gaseous state
Sublimation When water vapour change to a solid state
Water vapour The gaseous state of water
Latent heat Heat associated with a phase change in water
Clouds Masses of suspended water or ice particles in the atmosphere
Dew point The atmospheric temperature (varying according to pressure and
humidity) below which water droplets begin to condense and dew can
form.
Humidity The amount of water vapour in the atmosphere
Relative humidity The amount of water vapour present in air expressed as a percentage of
the amount needed for saturation at the same temperature.
Saturate Holding as much water or moisture as can be absorbed
Advection fog This type of fog forms from surface contact of horizontal winds
Fog A thick cloud of tiny water droplets suspended in the atmosphere at or
near the earth's surface which obscures or restricts visibility
Radiation fog It forms overnight as the air near the ground cools and stabilizes
Convection The movement caused within a fluid by the tendency of hotter and
therefore less dense material to rise, and colder, denser material to sink
under the influence of gravity, which consequently results in transfer of
heat.
Front The meeting place of warm and cold air masses
Leeward Also shadow area. The leeward side is the side protected by the
elevation of the island from the prevailing wind and is typically the drier
side of an island.
Windward side Windward is the direction upwind from the point of reference,
alternatively the direction from which the wind is coming.

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WEEK: 1 COMPOSITION OF THE ATMOSPHERE
STUDY WITH THESE QUESTIONS IN MIND

WHAT IS THE ATMOSPHERE GASSES IN THE ATMOSPHERE

 The layer of gases surrounding the Earth’s surface
 The density of gases decreases with height as one move PERMANENT GASES VARABLE GASES
away from the earth’s surface.
These gases occur in a fixed These are gases that do not occur in
percentage in the atmosphere the fixed % in the atmosphere
 Nitrogen has a fixed quantity  Water vapour
of 78%  Carbon dioxide
 Oxygen – 21%
 Argon – 0.9%

COMPOSITION OF THE ATMOSPHERE

 solid particles (ice, salt, smoke, carbon, and dust),

 liquid (water) and SIGNIFICANCE
 gas (permanent and variable)
 Nitrogen is important for  Water vapour- Important for
plant growth climatic processes such as
IMPORTANCE OF THE ATMOSPHERE  Oxygen – is important for cell rainfall
respiration and for  Carbon dioxide varies
 Contains oxygen which is essential for respiration in combustion(burning) because of number of people,
humans  Argon – used mainly for combustion, amount of
 Contain carbon dioxide for plants to grow industrial purposes such as vegetation etc.
 Acts as blanket around the earth welding and manufacture of
 Protects life on earth electrical bulbs. Also known as
a noble gas.

STRUCTURE OF THE ATMOSPHERE

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 STUDY WITH THESE QUESTIONS IN MIND
WHAT IS IT : The atmosphere consists of four distinct layers Troposphere, Stratosphere, Mesosphere, Thermosphere

HOW DOES IT LOOK LIKE LAYERS OF THE ATMOSPHERE IMPORTANCE

EXOSPHERE EXOSPHERE
 Outer layer of the thermosphere  It is here that satellite orbits the earth
 From 550km to thousands of kilometers into space

THERMOSPHERE THERMOSPHERE
 Outer layer of atmosphere  Absorbs high energy radiation from
 Extend from 80km to merge the space the sun
 Temperature increases with altitude.  Prevents rocks from space entering
 Air particles reach temperature of about 500°C-1800°C the lower atmosphere

MESOSPHERE MESOSPHERE
 From about 50km to 80 km above the stratosphere  Prevents rocks from space entering
 Temperature decreases with altitude the lower atmosphere
 Temperature can -80°C.
 Upper limit is mesopause

STRATOSPHERE STRATOSPHERE
 Located above the troposphere  Contains ozone which supplements
our oxygen
 Contains Ozone layer
 Airplanes are flown in this layer
 Temperature increases with altitude (negative lapse
rate)  Airplanes uses winds in this layer to
pick up speed
TROPOSPHERE TROPOSHERE
 Closest to the Earth’s surface  Produces weather
 Height of 10km (poles) and about 17km (equator)  We breath oxygen in from this layer
 Air densest in the layer  Has gases such as oxygen and water
 Highest amount of oxygen and water vapor vapor that are essential for life on
 Temperature decreases with altitude earth.
 Separated from stratosphere by Tropopause  Produce water through rain
 Produce food to eat
THE OZONE LAYER
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OZONE LAYER
 Gas made up of 3 oxygen atoms
 Located in the Stratosphere

IMPORTANCE:

 Absorbs 99% of the ultraviolet rays of the

sun
 The thickness varies from latitude to
latitude and season to season

OZONE DEPLETION:

The gradual thinning of Earth's ozone

layer in the upper atmosphere
STRATEGIES TO REDUCE
CAUSES EFFECTS OZONE DEPLETION

WHAT CAUSE THE DEPLETION  the release of chemical  Less absorption of UV  Use of ozone friendly products
compounds from industry and rays  Reduce the production of CFK
The thinning is most pronounced in the polar other human activities.  Cause skin cancer  Plant more trees to release
regions, especially over Antarctica.  Supersonic jet flights release  Cataracts in human and oxygen through
ozone attacking gases in the animal eyes photosynthesis
stratosphere  Lowering the immune  Strict regulations to reduce the
 Spraying aerosol cans that system emissions of cars and
are not ozone friendly  Increased incidence of  Regulations against the burn
 Using nitrogen fertilizers malaria of fossil fuels
 Release of  Kill phytoplankton in  Use of solar and wind energy
Chlorofluorocarbons ocean to reduce the emissions of the
 Propellants in aerosol cans  Disrupt marine food web burning of coal
 Coolants in refrigerators and  Reduce growth in plants
air conditioning

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ACTIVITIES: STRUCTURE OF THE ATMOSPHERE

1.1 Refer to FIGURE 1.1 showing the layers of the atmosphere. 1.2 Refer to Figure 1.2 showing the structure of the atmosphere

1.1.1 Name layer D which supports people, plants and animals. 1.2.1 Define the atmosphere. (1 x (1)
1)
1.1.2 Layer G is called the …
1.2.2 What gas makes up most of the atmosphere? (1 x (1)
1.1.3 E indicates the location of the … layer. 1)

1.1.4 The temperature decreases with altitude in layer D and … 1.2.3 Why do long-distance aircraft choose to fly in the lower
part of the Stratosphere? (1 x (2)
1.1.5 Temperature increases with altitude in these two layers. 2)
1.1.6 Give the name of the layer where meteors burn up when entering the
1.2.4 Discuss the relationship between altitude and air
earth’s atmosphere.
pressure. (1 x 2) (2)
1.1.7 Commercial airliners cruise in layer … to avoid turbulence of clouds.
1.2.5 “Write a paragraph of at least EIGHT lines in which
1.1.8 Name the layer where weather processes occur. (8 x 1) you discuss reasons why the Troposphere is
(8) important. (4 x 2) (8)

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1.3 FIGURE 1.3 is a sketch depicting the Structure of the Atmosphere 1.4 Study FIGURE 1.4, a cartoon on the ozone layer.

1.4.1 What is ozone? (1 x 2) (2)

1.4.2 How does ozone form? (1 x 2) (2)

1.3.1 Identify Layers D and E in FIGURE 1.3. (2 x 1) (2) 1.4.3 In what unit is ozone measured? (1 x 1) (1)

1.3.2 Define the term ozone. (1 x 2) (2) 1.4.4 When is an area considered to be ozone depleted? (1 x 2) (2)

1.3.3 Name the layer in which the ozone layer occurs. (1 x 1) (1) 1.4.5 The ‘so called hole is over the Antarctica? How would you
answer the question – ‘if it is a hole, why is heat not
1.3.4 State the importance of the ozone layer for life on Earth. (1 x 2) (2) escaping?’ (1 x 2) (2)

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1.3.5 You are chosen as a spokesperson for the annual ozone depletion 1.4.6 The father is stressed about the hole in the ozone layer.
summit. In a paragraph of approximately EIGHT lines summaries Suggest THREE effects on humans if this ‘so-called hole’
your speech explaining the socio-environmental effects of ozone gets larger. (3 x 2) (6)
depletion and the possible preventative measures? (4 x 2) (8)

1.5 Study the following statement. 1.6 Refer to the diagram below.

“What does it mean to redefine one’s relationship to the sky?

What will it do to our children’s outlook on life if we have to
teach them to be afraid to look up?”
US Senator, Al Gore. Earth
in the Balance, 1993

1.5.1 Define the term, “Ozone depletion” (1 x 2) (2) 1.6.1 Define the term atmosphere. (1 x 2) (2)

1.5.2 Identify TWO greenhouse gasses that causes ozone depletion. 1.6.2 List the constant gases which are present in the troposphere.
(2 x 1) (2) (3 x 1) (3)

1,5,3 Give THREE ways in which humans can decrease ozone 1.6.3 Name the variable gas that is responsible for rainfall. (1 x 1) (1)
depletion (3)
(3 x 1.6.4 Explain why the gas mentioned in 1.6.2 is variable. (1 x 2) (2)
1.5.4 1).
(2) 1.6.5 Name the densest layer of the atmosphere. Give evidence
Defend Senator Al Gore’s statement in EXTRACT 1.5, using the from the diagram to prove your answer. (1 + 2) (3)
1.5.5 knowledge you accumulated about Ozone depletion. (1 x 2)
1.6.6 Explain why the atmosphere can only be found around the
Ozone depletion increases the earth’s exposure to Ultraviolet rays. (8) earth. (1 x 2) (2)
In a paragraph of about EIGHT lines discuss the consequences of How does the temperature change with altitude in the
ozone depletion on the humans and the environment. (4 x 2) 1.6.7 Stratosphere? (1 x 2)

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 (2)
Which geographic term is used to describe the above-
1.6.8 mentioned change in temperature with an increase in
altitude? (1 x 2)
(2)

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 COLUMN A COLUMN B

1.7.1 When ozone layer is destroyed A Stratosphere

1.7.2 Unit that ozone is measured in. B Skin cancer

1.7.3 The layer of the atmosphere in which the ozone C Ozone depletion
layer is located
D Chlorofluorocarbons
1.7.4 The main cause that destroys ozone
E Chemical compounds
1.7.5 A negative effect of the absence of ozone on the
physical environment. F Reducing plant growth

1.7.6 Compounds used in refrigerators and air G CO3

conditioners that damage the ozone layer.
H Cataracts
1.7.7 A negative effect of the absence of ozone on
human eyes. I CO2

1.7.8 High levels of sunburn can result in. J Excess

(8 x 1) (8)

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WEEK 2: HEATING OF THE ATMOSPHERE and TRANSFER OF HEAT IN THE ATMOSPHERE

STUDY WITH THE FOLLOWING QUESTIONS IN MIND

HEATING OF THE ATMOSPHERE TRANSFER OF HEAT IN THE ATMOSPHERE

SOLAR RADIATION:
 The amount of sun’s
energy/heat given off by
the sun.
 Only 46% of the sun’s
energy reaches the
Earth’s surface because it
moves in short waves
 54% is lost by scattering,
absorption and reflection.

PROCESSES HEATING THE ATMOSPHERE PROCESSES TRANSFERING HEAT

SCATTERING REFLECTION: ABSORPTION: CONVECTION CONDUCTION TERRESTRIAL
RADIATION
 Occurs when small  The act of  The process whereby  Earth’s surface  The transfer  The earth’s surface is
particles and gases sending the clouds, and solid warms up, of heat heated by means of
diffuse (split up) the sun’s energy matter absorb energy expands, gets between radiation from the sun.
sun’s rays in random back in the  About 24% is lighter and rises. substances  This radiation is in the
directions without direction it came absorbed by water  As air rise it cools that are in form of short waves.
altering the from without vapor, carbon and sinks again direct contact.  The atmosphere in
wavelength at all. much dioxide, smoke and to earth’s surface  When air turn is heated by
 About 8% of heat is absorption. dust particles touch the radiation from the
scattered by dust,  Clouds appear warm surface earth
smoke, and air white because of the Earth.  Long wave radiation
particles before the they reflect a lot from the sun is
sun’s heat reaches of light. called Terrestrial
the surface. Radiation

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ACTIVITIES: HEATING OF THE ATMOSPHERE

2.1 Refer to FIGURE 2.1 showing heating of the atmosphere 2.2 Refer to FIGURE 2.2 showing heating of the atmosphere

2.1.1 Define the term insolation. (1 x (1) 2.2.1 What is the difference between insolation and
1) terrestrial radiation? (2 x 1) (2)

2.1.2 Name the main source of insolation for the earth as seen 2.2.2 What causes the scattering of 5% of the sun’s rays?
in FIGURE 1.3. (1 x 1) (1) (1 x 2) (2)
2.2.3 What process prevents approximately 20% of the
2.1.3 Explain the term terrestrial radiation. (1 x 2) (2) sun’s energy from reaching the surface of the earth?
(2 x 1) (2)
2.1.4 Mention THREE factors in the atmosphere with has the
2.2.4 What is the total amount of heat available for
greatest effect on the amount of solar radiation reaching
absorption by the earth? (1 x 2) (2)
the Earth’s surface. (3 x (6)
2)
2.2.5 Name and describe FOUR ways how the earth heats
the atmosphere. (4 x 2) (8)
2.1.5 Explain how a cloudy day will influence the percentage
insolation received by the earth. (2 x 2) (4)

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18
WEEK 2: HORIZONTAL VARIATION IN TEMPERATURE ON THE EARTH’S SURFACE
FACTORS AFFECTING TEMPERATURE
1. LATITUDE
EQUATOR
 Experience high temperature throughout the
year
 The further you move away from equator the
lower the temperature
POLES
 Experience low temperature throughout the year
 The further you move away from the poles the
higher the temperature.
2. ALTITUDE
THE HIGHER YOU GO THE LOWER THE
TEMPERATURE
 The sun heats up the surface of the earth and
then heat is radiated back into the atmosphere
 The air in the higher atmosphere is less dense
and cannot hold heat as easily.
 Additionally, higher altitudes are further away
from heat radiating from the earth’s surface
As we go from surface of the Earth to higher elevations
atmosphere temperature decreases.
3. OCEAN CURRENTS
 The temperature of an ocean current affects
temperature of the air mass that passes over it.
 Warm ocean current increases the temperature
of the air in coastal area
 Cold ocean current decreases the temperature
of the air in coastal area
 NB. Warm currents on the east coast and Cold
currents on the west coast
4. DISTANCE FROM THE OCEAN
 The land is heated faster than the sea
 The land loses heat faster than the sea
SUMMER
 Coastal areas are cool
 Inland is warm
 The further you move away from the sea
the higher the temperature.
WINTER
 Coastal areas are warm
 Inland is cold
 The further you move away from the sea
the lower the temperature.
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3.1 Use FIGURE 3.1 and answer the questions. 3.2 Study FIGURE 3.2 below.

3.1.1 Warm ocean currents flow from the (equatorial/ polar) regions 3.2.1 Name the ocean currents 1 and 2 respectively. (2 x 1) (2)
and flow towards the (equatorial/ polar) regions.

3.1.2 Cold ocean currents flow from the (equatorial/ polar) regions. 3.2.2 Compare the temperature of Cape Town and Durban
giving reasons. (2 x 2) (4)

3.1.3 Warm oceans current flow along the (east/ west) coast lines. 3.2.3 Compare the temperatures of Pietermaritzburg and Port
Nolloth giving reasons. (2 x 2) (4)

3.1.4 The temperature difference between Port Nolloth and Durban 3.2.4 Account for the difference in rainfall between Durban and
is because of the (altitude/ocean currents) Port Nolloth. (2 x 2) (4)
.
3.1.5 Pretoria’s temperature is lower than Windhoek’s because of
the (altitude/latitude) it is located on.

3.1.6 The difference between the temperature at Pretoria and

Durban is the (longitude/distance from the ocean).

3.1.7 Ocean currents result in a (small/large) temperature variation

of the coastal temperature. (7 x 1) (7)
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3.3 Refer to TABLE 3.3 that shows South African annual 3.4 Refer to FIGURE 3.4 below.
temperature for 2015.

3.3.1 Which town has the smallest annual range? Give the annual 3.4.1 Identify the factor affecting temperature in FIGURE
range. (2 x 1) (2) 3.4. (1 x 2) (2)

3.3.2 Name the current that plays a role regarding the small annual 3.4.2 Compare the temperature at the tropical rain forest
temperature range of the town in QUESTION 3.3.2. (1 x 1) (1) to the tundra? (1 x 2) (2)

3.3.3 Explain the influence that the current mentioned in QUESTION 3.4.3 Compare the difference in vegetation as altitude
3.3.3 has on the temperature and rainfall on the area adjacent increases? Give a reason for your answer? (4 x 2) (8)
to it. (2 x 2) (4)

3.3.4 Define the term Maritime climate. (1 x 2) (2) 3.4.4 Mention another factor affecting temperature than
those depicted alongside. (1 x 2) (2)

3.3.5 In a paragraph of about EIGHT lines, discuss the difference in

temperature between Johannesburg and Durban by referring to
latitude and height above sea level. Remember to use the
information in TABLE 3.3. (4 x 2) (8)

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WEEK 3: THE GREENHOUSE EFFECT and GLOBAL WARMING

WHAT IS IT?
 This refers to the way in which the earth RESULT OF GREENHOUSE
is able to trap radiation from a planet’s  The problem however is that over the
atmosphere and warms the planet’s years more and more heat is being trapped
THE GREENHOUSE EFFECT

surface heat within its atmosphere. and

 The gases in the atmosphere absorb the  this is making the earth warmer than it
long wave radiation from the sun. should be and we refer to this as global
 The temperature above what it would be warming
without this atmosphere
 Warmer atmosphere – Global warming

STRATEGIES TO REDUCE
GREENHOUSE GASSES: GAS % What produce the gas  Reduce greenhouse gasses
Methane 10% Cattle, landfills, agriculture   Plant more trees
These gases have the Nitrous oxide 5% Manure, transport, agriculture  Use of solar and wind energy
ability to absorb and retain Carbon dioxide 72% Transport, industries  Regulate the release of gasses from
heat. CFCs 13% Transport industries

CAUSES OF THE GLOBAL WARMING IMPACT ON PEOPLE IMPACT ON ENVIRONMENT

 Burning of fossil fuels, releases carbon  Increase in global warming.  Rise of global temperatures
dioxide into the atmosphere  Melting of polar ice – caps  Plants and animals that can’t adapt to the
 Deforestation: trees convert carbon  Rising sea levels, which results in the higher temperatures become extinct.
GLOBAL WARMING

dioxide into oxygen flooding of low-lying areas Climatic  Oceans become warmer
 Destruction of the ozone layer changes  Marine organisms become extinct
 Increased pollutants that trap heat.  Spread of desertification  More extreme weather e.g. storms,
 Greater demand for cattle results in  Increase in drought-stricken areas droughts, heat waves fires and floods
more methane gas.  Increase in diseases such as malaria  Melting of snow and ice at the poles
 Use of CFC’s in the manufacturing Drop in food production due to droughts,  Rising sea levels because of the melting
industry. extinction of plants, fish and animals snow
 Use of more cars and human activities  Infectious diseases (Cholera, Malaria),  Climate change
that generate heat. because of warmer temperatures
 Rapid population growth  Migration of people to cooler climates

22
4.1 Study the following information on heating of the atmosphere. 4.2 Study FIGURE 4.2 below show in the impact of Global warming on
the climate, agriculture and communities of Africa.
“We are now finding malaria in places that we did not expect to find
it, particularly the highland regions that used to be too cool for
malaria,” said Dorothy Memusi, Deputy Director of the Malaria
Division in Kenya’s Ministry of Health. Malaria has occurred on
Kenya’s humid coast and swampy lowland regions for many
generations, but it has only rarely reached villages on the slopes of
Mount Kenya. In recent decades, however, scientists have noted an
increase in epidemics in the region. Many medical and
environmental experts claim that the spike in malaria is due to
climate change, in the form of warmer temperatures and variations
in rainfall patterns. Changes in temperature can affect the
development and survival of malaria parasites and the mosquitoes
that carry them. Rainfall also influences the availability of mosquito
habitats and the size of mosquito populations. The best climate
conditions for malaria are a long rainy season that is warm and wet,
followed by a dry season that is not too hot, followed by a hot and
wet short rainy season.
4.1.1 Distinguish between climate change and global
warming. (2 x 2) (4)

4.1.2 Discuss at least TWO ways in which human beings are

contributing towards climate change. (2 x 2) (4)

4.1.3 Explain how climate change in Kenya is increasing the 4.2.1 By referring to FIGURE 4.2, list the consequences of
spread of malaria. (1 x 2) (2) Global warming for Africa in terms of ONE social, ONE
economic and ONE environmental consequence. (3 x 2) (6)
4.1.4 Experts blame Climate Change for fuelling Malaria in
Kenya. Imagine that you work for the World Health
4.2.2 What is the average temperature in ᵒC expected to
Organization (WHO) and they have asked you to come
increase in Southern Africa? (1 x 2) (2)
up with a proposal to help solve the problem of malaria
in Kenya. Write a short essay (no longer than EIGHT
4.2.3 In a paragraph of approximately EIGHT lines explain what
lines) in which you suggest at least THREE long-term
the Greenhouse effect is and its effect on people and the
solutions for Global warming that would also curb the
environment. (4 x 2) (8)
spread of the disease in Kenya. (3 x 2) (6)

23
4.3 Refer to FIGURE 4.3 below before answering the following questions.

4.3.1 Explain the meaning of the term global warming. (1 x (2)

2)

4.3.2 Identify TWO causes of global warming from FIGURE 3.3.

(2 x (4)
2)

4.3.3 Describe any TWO ways in which people and the environment will be
influenced as a result of global warming.
(2 x 2) (4)

4.3.4 You were tasked by the local Government to come up with proposals
(suggestions) to reduce the impact of global warming. Write a short
paragraph of no more than EIGHT lines in which you highlight your
proposals to reduce global warming. (4 x 2) (8)

24
WEEK 4: MOISTURE IN THE ATMOSPHERE

25
 THREE STATES OF WATER PROCESSES ASSOCIATED WITH WATER IN THE ATMOSPHERE
Water exists in the atmosphere  Evaporation occurs when liquid water changes to water vapor (gas).
in three different physical states  Condensation is when water vapor changes to water when it cools. If the atmosphere becomes
oversaturated, it will lead to precipitation.
 Freezing occurs when liquid water changes to ice below the freezing point, and heat energy is
released.
 Melting takes place when Ice changes to water above the freezing point, and heat energy is
absorbed.
 Sublimation occurs when ice changes directly into water vapor.
 Gas (water vapor in the  Crystallization takes place when water changes state from gas to solid
atmosphere) THE HYDROLOGICAL CYCLE
 Liquid (water that is in tiny
water droplets that can be The hydrological cycle/water cycle is the journey of water as  Evaporation and transpiration are
rain or fog) water molecules make their way from the Earth’s surface to the primary source of water vapor,
 Solid (ice crystals in the the atmosphere, and back again.  Rising air currents carry it upward,
atmosphere can also fall to This gigantic system, powered by energy from the Sun, is a into the atmosphere, where the air
continuous exchange of moisture between the oceans, the is cooler.
the ground as hail and snow)
atmosphere, and the land  In the cool air, water vapor
condenses from a gas to a liquid to
form cloud droplets.
 Cloud droplets can grow and
produce precipitation (including
rain, snow, sleet, freezing rain, and
hail)
 Then precipitation falls over the
land surface
 Some of it evaporates, returning to
the atmosphere.
Distribution of water:  some seeps into the ground as soil
in the Ocean. Salt water is 97.5% moisture or groundwater; and
Fresh water. Rivers, dams, lakes and  some runs off into rivers and
underground is 2.5% streams.
 Almost all of the water eventually
flows into the oceans or other
bodies of water, where the cycle
continues
WEEK 5: CLOUD FORMATION

26
 10 km

cirrostratus Cloud Type Characteristics (height) Weather

Cirrus
8 km Cumulonimbu Tall (8-10 km), dark grey, strong air Summer rain –
cirrostratus
s currents thunderstorms
cumulonimbus Cirrus Thin, wispy (thin lines), 8 km and above, No precipitation,
6 km
altostratus
point in the direction of the wind blowing indication of a cold
Front
4 km Cumulus Big cotton wool balls, clear sky in between Can create rain/hail
stratocumulus
cumulus Can develop into cumulonimbus in
2 km
summer and spring
nimbostratus
Stratus Flat, hazy, featureless, at low altitudes, May produce drizzle
stratus
vary in color from dark grey to white
TOPIC: TYPES OF RAINFALL
OROGRAPHIC RAINFALL FRONTAL RAINFALL CONVECTION RAINFALL

 Occurs in mountainous areas  Occurs when there is intense heating of

 Cyclonic or Frontal rainfall occurs when
 Air is pushed up the side of the mountain the Earth’s surface especially during
moist air from the frontal system
 Moist air is forced to rise and cool against summer.
rises over colder air.
the mountain.  Evaporation takes place and moist air
 Warm air rises, cools and
 When the air cools to its dew point, rises and cools.
condenses and frontal rain falls.
condensation occurs.  Convectional rain occurs in areas with
 Common over the Western and
 Relief rain falls on the sea-facing mountain high temperatures.
Southern Cape, especially during
side – windward side  Common in summer rainfall areas in the
 The other (lee) side is drier. South African interior.

27
WEEK 6: DIFFERENT FORMS OF PRESIPITATION

WHAT DO THEY LOOK LIKE TYPE CARACTERISTICS

 Drops of water that condense on cool surfaces when
the air is saturated.
DEW  Forms when water vapor condenses onto cool objects
 Surface temperature above 0°C

 When the dew point temperature is below 0°C

FROST  Surface loses heat through terrestrial radiation
 Coldest temperature is the closest to the surface
 Water vapour sublimates(freeze) onto vegetation

 Forms in cumulonimbus clouds.

HAIL  Water droplets freeze and are taken up into the top of
the cloud by strong up-draughts.
 The droplets fall when the up draught slows, and they
are carried up by further up-draughts.
 Eventually they are too heavy to be held aloft and
they fall as hail.

 Forms when temperatures are below freezing in

clouds.
SNOW  Water droplets freeze and form tiny ice crystals. These
attract other crystals and form snowflakes.
 When they are heavy enough, they fall out of the
clouds as snow.
 If the temperatures are above freezing close to the
ground, then the flakes will melt, and rain will fall.
 If temperatures remain below freezing, then snow will
fall onto the ground.
RAIN
 Forms when the air is saturated, condensation nuclei are
available
 The temperature cools to dew point or below.
 When clouds are statured water droplets falls to the
ground
 As snow falls, it crosses from freezing conditions
through the zone of above-freezing temperatures and
SLEET then back into freezing on some distance above the
surface.
 As a result, the snow will at least partially melt on the
way down, forming a drop of water that then partially
refreezes before it reaches the surface.
 This creates a tiny pellet that bounces on impact with
the surface.

28
29
5.1 Provide one term for each of the following descriptions of 5.2 Study FIGURE 5.2.
precipitation.

5.1.1 Forms when water vapour condenses onto the ground.

5.1.2 Forms when dew freezes or when the dew point

temperature is below zero degree Celsius.

5.1.3 Forms in Cumulonimbus clouds. The water droplets

freeze and are taken up into the top of the cloud by strong
updraughts, eventually they are too heavy to be held
aloft.

5.1.4 Forms when temperatures are below the freezing point

and water droplets freeze and form tiny ice crystals falling
5.2.1 Label A and B on the diagram as warm air and cold air
to the ground.
respectively. (2 x 1) (2)

5.1.5 Forms when the air is saturated, condensation nuclei are

5.2.2 Identify the type of cloud in diagram. (1 x 1) (1)
available, and temperature cools to dew point or below.
5.2.3 Is the cloud type associated with snow or lightining.
Forms when snow partially melt on the way down,
(1 x 1) (1)
5.1.6 forming a drop of water that then partially refreezes
before it reaches the surface
5.2.4 Justify your answer in QUESTION 5.2.2, by providing
TWO reasons. (2 x 2) (4)

5.1.7 The cloud type that develops and results in the forming of
5.2.5 Thunderstorm is another form of precipitation.
hail and thunderstorms. (7 x 1) (7)
Discuss TWO positive and TWO negative impacts of
thunderstorms on people and the environment. (4 x 2) (8)

30
5.3 Refer to FIGURE 2.3 showing a type of rainfall that also 5.4 Refer to FIGURE 1.6 showing the basic cloud types.
occurs in South Africa.

5.3.1 (a) Identify the type of rainfall illustrated in the diagram.(1 x 1) (1) 5.4.1 Name any TWO clouds which produce rain. (2 x (2)
1)

(b) Mention the trigger action that forces air to rise in the 5.4.2 Explain step by step how clouds form. (3 x (6)
diagram. (1 x 1) (1) 2)

(c) Name the slope labelled A. (1 x 1) (1) 5.4.3 Name the type of rain which Cape Town experience
because of the cold front. (1 x 2) (2)
5.3.2 Explain why rainfall occurs along slope A only. (2 x 2) (4)

5.3.3 Outline the impact on humans living in the rain shadow.(2 x 2) (4) 5.4.4 Name the type of rain which is usually experienced in
Gauteng. (1 x 2) (2)

5.3.4 The altitude at which condensation takes place is higher at the

Cascade Range than the Coast Range. Provide an
explanation why this is the case. (2 x 2) (4)

31
5.5 Give ONE word/term for each of the following 5.6 Match the description below with the terms/processes given in
statements: the illustration. Write only the correct term/ processes next to
the question number; example

5.5.1 Rain caused by air rising up a mountain.

5.5.2 Side of the mountain which does not get rain.

5.5.3 When heat is transferred from one molecule to another

through contact.

5.5.4 The temperature at which condensation begins.

5.5.5 Side of the mountain range facing the sea where the
rain will occur.

5.5.6 Clouds associated with huge thunderstorm activity.

5.6.1 The process whereby a liquid change to a gas
5.5.7 Winds that blow from the sea to the land.
5.6.2 The process whereby a liquid change to a solid

6.5.8 Name given to the study of weather.

(8 x 1) (8) 5.6.3 The process whereby a gas change to a liquid

5.6.4 The process whereby a solid change to a liquid

5.6.5 The process whereby a gas change into a solid

5.6.6 The process whereby ice change directly into gas.

(6 x 1) (6)

32
WEEK 7: SYNOPTIC WEATHER MAP

WEATHER SYMBOLS DIAGRAM

Summer and winter conditions: Identify by looking at the temperature of places on the map and the position of the pressure system
Weather symbols: Represent weather conditions at a particular place.
Standard symbols are used to represent information about each of the weather elements
PRESIPITATION
CLOUD COVER

WEATHER
STATION

WIND DIRECTION FRONTS WIND SPEED PRESSURE SYSTEMS

33
34
ACTIVITIES: SYNOPTIC WEATER MAP

6.1 Study FIGURE 6.1: SYNOPTIC WEATHER MAP.

6.1.1 Interpret the weather conditions at Cape Town by completing the following
information using the weather station given.

6.1.1 a) Air temperature

b) Dew point temperature
c) Cloud cover
d) Present weather
e) Wind direction
f) Air pressure
g) Wind speed (7 x 1) (7)

6.1.2 Name the lines that are used to join places of equal air pressure. (1 x (1)
1)

6.1.3 The season that this chart represents is (summer/winter). (Choose the
correct answer between brackets). (1 x (1)
1)

6.1.4 Identify the Pressure cell labelled A. (1 x 1) (1)

6.1.5 Compare the spacing of these lines (answer of QUESTION 4.2.2) at B and
D. Where is the wind blowing at a greater speed? (1 x (1)
1)
6.1.6 The air pressure reading at D is … hPa. (1 x 1) (1)

6.1.7 The pressure cell at E is a (coastal low/heat low) low pressure. (1 x 1) (1)

6.1.8 The pressure (increase/decrease) to the center at F. (1 x (1)

35
 1)

6.1.9 Another name for the high pressure at G is a (cyclone/anti-cyclone). (1 x (1)

1)

6. Refer to FIGURE 6.2, a Synoptic Weather Map, Various options are

2 provided as possible answers to the following questions. Choose the answer
and write only the letter (A–D) next to the question numbers (6.2.1 to 6.2.7)
in the ANSWER BOOK, e.g. 6.2.8 A.

36
 Source: SA weather service

6.2.1 The line that joins places with the same air pressure above sea level is called an …

A isotherm.
B isobar.
C isohyet.
D isopleth.

6.2.2 Wind speed is measured with a/an …

A Wind sock.
B Thermometer.
C Anemometer.
D Barometer.

6.2.3 E, on FIGURE 1.1 represents the … anticyclone.

A South Indian
B Kalahari
C South Atlantic
D Coastal

6.2.4 The isobaric reading at C is … hPa.

A 1010
B 1012
C 1016
D 1020

6.2.5 The weather element that represents 21 at weather station B indicates the …

A air pressure.
B weather station number.
C dewpoint temperature.
D air temperature.

6.2.6 The precipitation indicated on weather station B is …

A rain.
B showers.
C snow.
D hail.

6.2.7 The horizontal lines at D on the synoptic weather map represents the … lines.

A longitude
B latitude
C isobar
D contour

37
6.2.8 A characteristic of the air at pressure cell A is …

A clockwise descending.
B anticlockwise descending
C clockwise ascending.
D anticlockwise ascending. (8 x 1) (8)

38
 GEOMORPHOLOGY
GRADE 10: TERM 2
WEEK: 1
MINDMAP:
Crust
Structure of the Earth
Mantle
Core
Sedimentary
Classification of rocks Metamorphic
Igneous

Plate techtonics Evidence

Normal
Geomorphology

Faulting
Reverse
Transform
Parallel
Asymmetrical
Symmetrical
Folding
Overfold
Overt thrust
Earthquacks

Volcanoes
.

39
TERMINOLOGY
Active volcano: Volcano which still erupts.
Anticline: Downward fold
Batholith: Very large igneous intrusion which forms deep in the Earth’s crust.
Block Mountain/Horst: Block of land uplifted between two parallel faults.
Butte: Flat topped hill with a small top, eroded from a mesa
Cinders: Fine fragments of hardened lava
Continental Drift: Theory that continents were one landmass but have drifted apart
over time.
Continental Plate: Crust under land mass
Converging Boundaries: Plates moving towards each other.
Core: Central extremely hot layer of the Earth.
Crust: Outer layer of the earth.
Cuesta: Ridge with a gentle angle of 10 - 25‫ﹾ‬.
Diverging Boundaries: Plates are moving apart.
Dormant volcano: Has not erupted for many years.
Dyke: Forms when magma intrudes vertically between layers of rock.
Earthquake: Vibration in earth’s crust.
Epicentre: Point on the Earth’s surface immediately above the focus of an
earthquake.
Erosion: The proses of moving weathered material by wind, water, and ice.
Extinct volcano: Has not erupted in so long, scientists don’t expect it to erupt ever
again.
Extrusive igneous rock: Rocks forming from lava on the surface of the Earth
Fault line: Line along the surface of the earth where a fault occurs.
Faulting: Cracks in rocks formed due to tension and compression forces.
Focus: Point in the earth’s crust where an earthquake begins.
Folding: Bending of rocks into folds due to strong compressional forces
from the side.
Fossils: Remains of a dead plant or animal which have been preserved in
rock.
Gondwanaland: Supercontinent.
Hogsback: Dipping strata of more than 45˚.
Homoclinal Ridge: Angle of dipping strata 25 - 45‫ﹾ‬.
Horizontal Strata: Sediments laid down in layers.

40
Igneous Rock: Forms when magma cools
Inclined Strata: Landscape tilted at an angle
Intrusive igneous rock: Rocks forming from magma below the surface of the Earth.
(INSIDE the earth)
Laccolith: Mushroom shaped intrusion which forms when magma forces the
overlying strata upwards.
Lava: Liquid rock that flows on the surface of the Earth.
Lithosphere: The crust and upper part of the mantle.
Lopolith: Saucer shaped intrusion.
Magma: Rock in a liquid form inside the Earth.
Mantle: A hot plastic layer of the Earth located beneath the crust.
Mesa: Large, flat topped hill.
Metamorphic Rock: Rocks changed by heat or/and pressure.
Oceanic Plate: Crust under sea mass
Plate boundary: The edge of a tectonic plate.
Plateau: Flat topped landform made when horizontal strata was uplifted.
Rift Valley/Graben Block of land which slips down between parallel faults.
Rock cycle: Process that results in rocks to form, weather and erode,
deposition of sediments and formation of new rocks.
Sea Floor spreading: Along middle of ocean ridges where new crust is being formed due
to volcanic activity.
Sedimentary Rock: Forms from layers of compressed sediments.
Sill: When magma intrudes horizontally between layers of rock along a
bedding plane.
Strata: The horizontal layers of sedimentary rock.
Syncline: Upward fold
Tectonic plate: Section of the Earth’s crust that can move on the mantle.
Transforming: Plates slide past each other.
Tsunami: Series of huge sea waves caused by an earthquake in the sea
floor.
Volcanic pipe: Deep vent which allows magma to rise to the crater of a volcano.
Weathering: The proses of breaking down rocks into smaller stones, pebbles,
and sand.

41
WEEK: 1 STRUCTURE OF THE EARTH
You must study with these questions in mind.

What does it look like? What is it? Where is it?

Layers of the Earth Earth is made up of four distinct layers: Name the layers of the Earth in the following
 A solid outer crust diagram.
 A solid mantle
 A liquid outer core
 A solid inner core

THE CONTINENTAL CRUST:

 The outermost layer of solid rock, on which we live.
 Thicker under the continents and thinner under the
oceans.
 Broken into smaller segments, called plates, which
float on the mantle.
 It is 6-90 km thick (solid rock)

THE MANTLE:
 Beneath the crust.
 2 900 km thick, consisting of hot, plastic rock. Scan the QR quodes supplied in the summaries
 Temperatures may reach up to 5 000˚C. to see videos on the topic.

THE OUTER CORE:

 Very dense but liquid due to extremely high
temperatures.
 2 250 km thick and consists of nickel (Ni) and iron
(Fe) known as NiFe.
The structure of the Earth resembles the layers of an
orange. The Moho is the boundary that separates the
crust from the mantle
THE INNER CORE:
 Is extremely hot.
 Solid because of extreme pressure.
 1 200 km thick.
42
ACTIVITIES: INTERNAL STRUCTURE OF THE EARTH

1.1 Study the illustration FIGURE 1.1 of the internal structure of the earth below, 1.2 Study FIGURE 1.2 and answer the following questions on the structure of the
and answer the following questions. Earth.

1.1.1 Give the name of the layer at 2. 1.2.1 State the layers A, B and D on FIGURE 1.2. (3 x 1) (3)
1.1.2 Give the name of the layer at 3.
1.2.2 Name TWO layers of the Earth which are in solid form? (2 x 1) (2)
1.1.3 Name the layer of the earth that consists of sial and sima.
1.2.3 Which layer of the Earth experiences the highest temperature?
1.1.4 Identify the layer of the earth that is in a semi-molten state.
Motivate your answer. (1 + 2) (3)
1.1.5 Which layer experiences the hottest temperature and highest pressure?
1.2.4 Discuss in a paragraph of approximately EIGHT lines the
1.1.6 Name the layer that we live on. characteristics of layer A that are important to sustain life on earth.
(4 x 2) (8)
1.1.7 Identify the boundary that separates layer 1 and 2. (7 x 1) (7)

43
1.3 Refer to FIGURE 1.3, which shows the internal structure of the Earth as 1.3.4 State the relationship at which the higher density crystal structures
compare to Mars and the Moon. can be found between the Earth and Mars from FIGURE 1.3.
(1 x 2)
(2)
1.3.5 Predict the effects on the crust of Mars if the mantle reacted the
same as the Earth’s. (2 x 2) (4)

1.4 Study the following diagram and answer questions that follow

1.4.1 Indicate the state of material in each of the labels A to D indicated on

the diagram. (4 x 1) (4)

[Source:www.mars.nasa.gov]
1.4.2 Define the following:
1.3.1 Recall the TWO layers that the Earth’s core can be divided into.
a) SIAL
(2 x 1) (2)
b) SIMA
1.3.2 Identify and give the composition of the layer responsible for the c) Geoid shape (3 x 1) (3)
Earth’s gravity. (1 + 2) (2)
1.4.3 Explain the temperature changes from Outer Core to Crust, (2 x 2) (4)
1.3.3 Explain the relationship between the Earth’s temperature and
density from the crust towards the core. (2 x 2) (4) 1.4.4 Describe the relationship between state of the material of the
structure of the earth and the temperature of the material. (2 x 2) (4)

44
WEEK: 2 CLASSIFICATION OF ROCKS
You must study with these questions in mind
Type 1. IGNEOUS 2. SEDIMENTARY 3. METAMORPHIC
What does it
look like?

 From molten minerals  From pre-existing rocks and sediments  Sedimentary and Igneous rocks that are
 Magma wells up from the mantle  Contains organic material subjected to high temperatures and/or pressure
How do they

 Magma cools below or on top of the  Weathered sediments are deposited by wind, ice and  Physical and chemical changes take place
form?

Earth’s surface water  Folding and faulting exerts extreme pressure

 Deep cooling results in the formation  Material deposited in horizontal layers  Molten magma intrusions cause extreme heat
of crystals  Sediments are compressed over time and form and pressure
sedimentary rocks
 Fine to coarse crystalline rock  Layered in appearance  Brittle
characteristics
What are the

 Made up of different minerals  Coarse- or fine-grained texture  Streaky in appearance

 Jointed when exposed  Can contain fossils
?

 colorful  Each layer is called a stratum

 Bedding plane separates different types of rock

 Basalt layer in the Drakensberg  Sandstone made from sediments  Sandstone becomes Quartzite
Examples

 Dolerite sills and dykes in the Karoo  Shale made from finer sediments  Granite becomes Gneiss
 Granite domes  Coal made from plant material  Shale becomes Hornfel
 Conglomerate made from larger pebbles cemented  Limestone turns to Marble
together
 Monuments / Tombstones  Dolomite for cement  Flooring
they used
What are

 Counter tops  Building blocks  Slate for roof tiles

for?

 Floor covering  Source of crude oil and coal  Marble for statues
 Valuable minerals and ores
 Weathered rock produces fertile soil

45
ACTIVITIES: CLASSIFICATION OF ROCKS

2.1 Match the following statements in Column A with the terms or examples in 2.2. Complete the table below by indicating to which rock type, Sedimentary,
Column B. Write down only the question number and correct letter. e.g. Igneous or Metamorphic, the statement refers to.
2.1.8 P. 2.2.1 The rocks are made up different minerals. I

Column A Column B
2.2.2 Rock formation which are used as flooring. M

2.1.1 Rocks formed when magma solidifies A Quartzite 2.2.3 There rocks are used for monuments and tombstones. I

2.2.4 Rock formation which is a source of crude oil and coal. S

2.1.2 This rock type occurs as layers or strata B Fossils
2.2.5 Statues are created from this rock type. M
Rocks formed when heat or pressure is
2.1.3 C Marble
added 2.2.6 The type of rock that is used as counter tops. I

Recognizable remains of plants and 2.2.7 The type of rocks used as building blocks. S
2.1.4 D Metamorphic
animals preserved in rocks.
2.2.8 Builders use their rocks for roof tiles. M
Processes that cause rocks to form, break
2.1.5 E Gneiss (8 x 1) (8)
down, change, and reform over time.

Sandstone change under heat and

2.1.6 F Igneous
pressure to …

Limestone turns to … under heat and

2.1.7 L Sedimentary
pressure

M Shale

(7 x 1) (7)

46
2.3 Read the case study “Paarl Rock” below and answer the following questions: 2.4 Study FIGURE 2.4 to answer the following questions.
Case Study on the Paarl Rock
Paarl Rock or Paarl Mountain in the Western Mountain glistens like a diamond or
a pearl in the Sun after the rain. Its three granite domes are part of a huge
underground granite intrusion that extends from Saldanha in the north to George
in the east. Millions of years ago, Paarl Rock did not exist. Over time, the Berg
River, and wind and rain have exposed the rock and layers have peeled off – a bit
like the layers of an onion.
As a giant rock outcrop, Paarl Rock is often compared with Uluru (also known as
Ayers Rock) in Australia. Uluru means “Island mountain” and it is the largest single
rock in the world. But the geology of Paarl Rock and Uluru is very different. Paarl
Rock is an igneous intrusion, while Uluru is a sedimentary remnant.

2.3.1 List the THREE major rock types that make up the Earth's crust. 2.4.1 List the THREE major rock types that make up the Earth's crust.
(3 x 1) (3) (3 x 1) (3)

2.3.2 How can one distinguish between igneous rock and sedimentary rock with 2.4.2 How can one distinguish between igneous rock and sedimentary rock
the naked eye? (2 x 1) (2) with the naked eye? (2 x 1) (20

2.3.3 Briefly explain how igneous rock and sedimentary rock can be changed 2.4.3 Briefly explain how igneous rock and sedimentary rock can be changed
into metamorphic rock. (2 x 2) (4) into metamorphic rock. (2 x 2) (4)

2.3.4 Outline how metamorphic rocks can be changed back into sedimentary 2.4.4 Outline how erosion of metamorphic rocks can be changed back into
rock. (2 x 2) (4) sedimentary rock. (2 x 2) (4)

2.3.5 Give ONE way in which humans can make use of metamorphic rock. 2.4.5 Give ONE way in which humans can make use of metamorphic rock.
(1 x 2) (2) (1 x 2) (2)

47
2,5 Study the next diagram, which shows the weathering processes in granite, 2.6 Refer to FIGURE 2.6.
and then answer the questions that follow.

2.5.1 To which type of rock does granite belong? (1 x 1) (1) 2.6.1 Is the rock type visible in FIGURE 2.6 metamorphic or
sedimentary rocks? (1 x 1) (1)

2.5.2 Where would the largest crystals forms, close to the surface or (1) 2.6.2 Give evidence from FIGURE 2.6 to support your answer. (1 x 2) (2)
deep under the surface? (1 x 1)

2.5.3 Describe the difference between intrusive and extrusive examples (2) 2.6.3 Explain what a fossil is. (1 x 2) (2)
oof this type of rocks. (2 x 1)

2.5.4 Describe TWO characteristics of the rock type asked for in (4) 2.6.4 Describe the process of formation of the type of rock identified in
QUESTION 2.5.1. (2 x 2) QUESTION 2.6.4. (3 x 2) (6)

2.5.5 Briefly explain how this rock type is formed. (6) 2.6.5 Crude oil and coal forms over time in this rock type. Identify the
original source from which crude oil and coal respectively forms.
(2 x 2) (4)
2.5.6 What is the value of this type of rocks for mankind? (1 x 2) (2)

48
WEEK: 3 PLATE TECTONIC THEORY
DIAGRAM OVER TIME EVIDENCE OF CONTINENTAL DRIFT

CONTINENTAL FIT
 Coastlines of South America and West Africa fit together like a jigsaw puzzle
 Rocks of similar age and sequence are found on both continents
 Mountain belts are the same on both continents
 Ore reserves match up across continents
FOSSIL MATCH
 Fossils of the same animals are found in South America and Africa,
 Some fossils are only found in Antarctica, India, South America, South Africa, and Australia
 Some of the fossils can only be found in Antarctica, India, and South Africa
SEA FLOOR SPREADING
 The age of the seafloor rocks is younger than the age of the continental rocks
 Ocean floor is new and is being added to on a regular basis
 Age of rocks on either side of the mid oceanic ridge mirror each other
 The youngest rocks are found closest to the ridges and the oldest rocks closest to the continents
GLACIAL DEPOSITS
 Similar glacial deposits are found in Antarctica, Africa, South America, India, and Australia
 Glacial striations show the direction of movement from the continents

49
 CONVERGING DIVERGING TRANSFORMING
What is the plate boundary
types?

 Plates move towards each other  Plates move away from each other  Plates move past each other
 One plate is forced beneath the other into  Molten material forced up from mantle  No new crust is made or destroyed
the mantle and melts  Creates new crust  Conservative boundary
 Activities: Earthquakes and volcanoes  Activities: Earthquakes and volcanoes  Activities: Earthquakes

ACTIVITIES: PLATE TECTONIC THEORY

3.1 Refer to FIGURE 3.1 on ‘Continental Drift’

3.1.1 Who is the “father” of the continental drift theory? (1 x 1) (1)

3.1.2 Recall the large water mass that existed 250 million years ago. (1 x 1) (1)

3.1.3 Name the large landmass that existed 250 million years ago. (1 x 1) (1)

3.1.4 Name the TWO landmasses found in the north and south respectively when
this large landmass split. (2 x 1) (2)

3.1.5 Locate any TWO of the present-day continents that used to be part of
Gondwanaland. (2 x 1) (2)

3.1.6 Identify the present-day country that broke away from the southern continents
to join the northern continents of today. (1 x 1) (1)

3.2 Refer to the diagram below showing world plate boundaries

3.2.1 What name did Alfred Wegener give to the one large supercontinent that
existed before the continents broke up? (1 x 1) (1)

3.2.2 All the continents and adjacent water masses are divided into tectonic plates.
What is a tectonic plate? (1 x 1) (1)
50
 3.2.3 Name the plates found on either side of the plate boundary on the west coast
of South America? (2 x 1) (2)

3.2.4 Name this type of plate boundary. (1 x 1) (1)

3.2.5 Briefly explain how the continents move. (1 x 2) (2)

3.2.6 Summarize, in a paragraph of approximately EIGHT lines, evidence that

scientists use to prove the continents of Africa, Antarctica and South America
were once joined. (4 x 2) (8)

3.3 Match the statements in Column A with the concepts in Column B

3.4 FIGURE 3.4 can be used as sustained evidence for Alfred Wegener's theory of
COLUMN A COLUMN B continental drift. Wegener is the father of the theory of continental drift.
3.3.1 Edge of a crustal plate A Mid oceanic ridge

3.3.2 Central belt of mountain area below B Constructive

the ocean boundary

3.3.3 Formation of molten rock pushing the C Destructive boundary

plates apart
D Sea floor spreading
3.3.4 One crustal plate pulled down under
the other E Subduction zone

3.3.5 Area where new crust is formed F Plate boundary

3.3.6 Collision of plates occurs in this area G Oceanic trench 3.4.1 What is your understanding of the term continental drift? (1 x 1) (1)

Deepest part of the ocean H Transformation 3.4.2 Why is Alfred Wegener being referred to as 'the father of the theory of
3.3.7 boundary continental drift'? (1 x 1) (1)
51
 Two plates move sideways past each
3.3.8 other I Oceanic ridge 3.4.3 The diagram shows various fossils that were found on different
continents. How are fossils formed? (2 x 2) (4)
J Crustal plate
(8 x 1)(8) 3.4.4 Explain why it was far more difficult for Alfred Wegener to provide
conclusive evidence for his theory than present day scientists. (2 x 2) (4)

3.4.5 Apply the information in FIGURE 3.4 as evidence for continental drift.
(2 x 2) (4)

52
3.5 FIGURE 3.5 is a world map showing these oceanic and continental plates.

3.5.1 Is the common border between the South American Plate and the African
Plate a constructive or a destructive plate border? (1 x 1) (1)

3.5.2 Give ONE reason for your answer. (1 x 2) (2)

3.5.3 Why are Fold Mountains found along the west coast of many continents?
(1 x 2) (2)

3.5.4 What is the name of the fault plane in California on which Los Angeles and
San Francisco is situated? (1 x 2) (2)

3.5.5 Earthquakes usually occur on the plate boundaries. In a paragraph of EIGHT

lines, explain what type of plate boundary results in the San Andreas fault
and how it is evidence that plate movement do take place. (4 x 2). (8)

53
WEEK 4 & 5 : FOLDING AND FAULTING
You must study with these questions in mind
Type FOLDING FAULTING
WHAT IS THE
STRUCTURE

DIAGRAM TYPE TYPE OF STRESS? DIAGRAM TYPE TYPE OF STRESS?

SYMMETRICAL Equal pressure from both NORMAL Tension Hanging wall
sides drops relative to foot
wall
IDENTIFY THE DIFFERENT TYPES

ASYMMETRICAL Pressure greater from one REVERSE Compression Hanging

side wall is pushed up over
Fold leans to one side the footwall

OVER FOLD Pressure even greater on one TRANSFORM Shear Movement in

side the opposite direction
One limb very steep

OVER THRUST Pressure from one side PARALLEL Tension

results in a break in the
Earth’s crust

Fold mountains: At these colliding, Horst and Graben are always formed
LANDFORMS

compressing boundaries, rocks and together. Graben are usually represented

debris are warped and folded into rocky by low-lying areas such as rifts and river
outcrops, hills, mountains, and valleys whereas horsts represent the
entire mountain ranges. ridges between or on either side of these
valleys.

54
ACTIVITIES: FOLDING AND FAULTING

4.1 Study the illustration in FIGURE 4.1 showing different types of folding that
can occur if crustal layers of the earth bend or fold. 4.2 Study FIGURE 4.2 and then answer the questions that follow.

4.1.1 Which letter on the diagram represents an over thrust fold? 4.2.1 Name the fault labelled A. (1 x 1) (1)

4.1.2 Write the letter on the diagram which represents an over fold. 4.2.2 Recall the part of the fault labelled B. (1 x 1) (1)

4.1.3 Which letter represents an asymmetrical fold? 4.2.3 State the feature labelled C. (1 x 1) (1)

4.1.4 The force which forms folds is (compressional / tensional). 4.2.4 Briefly explain how feature C formed. (2 x 2) (4)

4.1.5 The part of the fold indicated by letter ‘A’ represents a/an (anticline / 4.2.5 Identify the land formation illustrated at D on the diagram. (1 x 1) (1)
syncline).

4.1.6 Find the letter which indicates the fault line? 4.2.6 Give ONE use of the landform labelled D. (1 x 2) (2)

4.1.7 A Monocline is indicated by letter … 4.2.7 Outline how feature D formed. (2 x 2) (4)
(7 x 1) (7)

55
4.3 Refer to FIGURE 4.3 showing a plate movement and faulting. 4.4 Geomorphology terminology on landforms associated with
plate
tectonics. Match the picture in COLUMN B with the term in
COLUMN A. Write you answer as follows on your answer sheet.
E.g. 4.4.8 H.
COLUMN A COLUMN B
4.4.1 Anticline A

4.4.2 Syncline B

4.4.3 Over Fold C

4.3.1 Identify the type of Plate movement as seen in the FIGURE 4.3.
(1 x 1) (1) 4.4.4 Over thrust fold D

4.3.2 Describe how this plate movement in QUESTION 4.3.1 develop. (1 x 2) (2)

4.3.3 Name the TWO continental plates that cause this type of plate movement 4.4.5 Normal fault E
as seen in FIGURE 4.3. (2 x 1) (2)

4.3.4 Name the famous example of the type of plate movement as seen in
FIGURE 4.3 found in USA. (1 x 2) (2) 4.4.6 Reverse fault F

4.3.5 Why is the plate movement in QUESTION 4.3.4 so dangerous? (2 x 2) (4)

4.4.7 Lateral fault G
4.3.6 Discuss possible precautions that can be implemented to reduce the effect
of the plate movement described in QUESTION 4.3.4. (2 x 2) (4)

56
4.5 Study FIGURE 4.5 A and FIGURE 4.5 B below.

FIGURE A FIGURE B

4.5.1 Identify the two crustal plates that are colliding in Diagram A to form the
fold mountains on the sketch. (2 x 1) (2)

4.5.2 In both diagrams above, does convergence or divergence occur? (1 x 1) (1)

4.5.3 Classify the two plate boundaries at A and B as destructive or

constructive boundaries respectively. (1 x 1) (1)

4.5.4 Explain your answer in QUESTION 4.5.3. (2 x 2) (4)

4.5.5 Differentiate between folding and faulting. (1 x 1) (1)

4.5.6 State at which of the plate boundaries, A or B, faulting will take place?
(1 x 1) (1)

4.5.7 Give a reason for your answer in QUESTION 4.5.4. (1 x 2) (2)

57
WEEK 6 & 7 : EARTHQUAKES
You must study with these questions in mind
HOW DOES IT OCCUR? HOW IS IT MEASURED? WHAT IS THE IMPACT OF A TSUNAMI?
A Sudden and violent movement of the Earth’s crust  RICHTER SCALE: Method to allocate a magnitude
because of a sudden release of energy. number to qualify the energy released by an
earthquake.
 SEISMOGRAPH: Instrument used to measure and
record an earthquake.
 SEISMOGRAM: A graph output from a
seismograph. PEOPLE:
 Results in flooding
WHAT IS THE IMPACT OF AN EARTHQUAKE?  Injuries to people
 Destroys infrastructure
PEOPLE:
 Contaminates food and water
FOCUS:  Injuries and/or death of people and animals
 Waterborne diseases develop
Exact point beneath the Earth’s surface where the  Destruction of infrastructure e.g. roads, houses
plates shift  Transport and communication disrupted ENVIRONMENT:
 Landslides flatten and destroy buildings  Salinisation of rivers, lakes and groundwater
EPICENTER:  Flooding causes sewerage contamination of fresh
Point directly above the focus on the Earth’s surface.  Burst water pipes reduce availability of fresh water
 Contaminated water cause health issues e.g. water resources
FAULT SCARP: cholera  Pollute wetlands, coastal areas, agricultural fields
The steep exposed rock face.  Gas pipe leaks cause fires and forests
 Deposition of sediments lead to changes in habitats
FAULT: ENVIRONMENT: and species
Crack in the Earth’s crust resulting from the  Disruption of habitat
movement of rock.  Destruction of vegetation What strategies can be implemented to reduce the
WAVE FRONTS:  Landslides, mudslides impact of Earthquakes and Tsunamis’?
Seismic waves releasing energy through the crust.  Soil liquefaction  Develop early warning systems e.g. electronic
SEISMIC WAVES:  Contamination of natural media
A wave of energy generated by an earthquake. resources e.g. water, soil  Upgrade the infrastructure e.g. buildings, sea walls
ECONOMIC:  Improved communication systems must be in place
WHAT CAUSES EARTHQUAKES?  Businesses destroyed  Disaster management program must be in place
 Reduce employment  Coordinated rescue teams
 DIVERGENT PLATE boundaries cause tension  Expenses to rebuild/fix damages to infrastructure  Unified plan of action for local services e.g. army,
to build up in crust.  Developing countries are more affected because medical personnel, police
of lower economic growth  Education of the population
 VOLCANOES: The sudden release of molten
 A TSUNAMI can develop. A large wave produced
minerals through a crack in the earth’s crust
by an Earthquake under the ocean

58
EARTHQUAKE ACTIVITIES
5.1 Study the article FIGURE 5.1 on the earthquake in Indonesia below. 5.2 Use the information presented in FIGURE 5.2 to answer the following
questions.
Indonesia earthquake: at least 98 dead after quake struck Lombok

At least 98 people have been confirmed dead and more than 236 severely injured in
a 6.9 magnitude earthquake that rocked the Indonesian tourist island of Lombok on
Sunday evening.

The damage in northern Lombok was 'massive', a spokesman for the National
Disaster Mitigation Agency said. In several districts, more than half the homes were
destroyed or severely damaged.

The death toll is expected to rise, as rescuers are yet to reach some areas. Rescue
efforts have been hampered by power outages, broken bridges and a lack of phone
reception in some areas.More than 100 aftershocks have hit the area since the
quake that struck the island at 6.46pm local time on Sunday.

The United States Geological Survey said the epicenter of the quake was on land
on Lombok, though initial reports put it just off the coast. The focus was at a depth
of 3,1 km.
[Source: The Guardian, 6 August 2018 (adapted)]
5.1.1 The earthquake struck at a depth of 3,1 km. What does one 5.2.1 Differentiate between an earthquake and a tsunami. (2 x 1) (2)
call this point of origin of an earthquake? (1 x 1) (1)

5.1.2 Mention TWO ways in which the earthquake caused 5.2.2 Where was the epicenter of the earthquake? (1 x 1) (1)
'massive' damage in Indonesia. (2 x 1) (2)
5.1.3 Why was it not necessary to issue a tsunami warning once 5.2.3 If the earthquake generated a tsunami, how many hours later
the earthquake struck? (1 x 2) (2) would the tsunami reach San Francisco? (1 x 2) (2)
5.1.4 Provide ONE possible reason why the death toll is expected 5.2.4 Why would the impact of this natural disaster be less in San
to rise long after the earthquake struck. (1 x 2) (2) Francisco than in Indonesia? (2 x 2) (4)

5.1.5 In a paragraph of approximately EIGHT lines, demonstrate 5.2.5 Discuss in a paragraph of approximately EIGHT lines the
how the government of Indonesia can plan for, and reduce impact of a tsunami on the coast city San Francisco, and
the impact of an earthquake that may strike in future. suggest some strategies that can be implemented to reduce
(4 x 2) (8) the impact on the population and environment on this coast.
(4 x 2) (8)

59
5.3 Examine the diagram FIGURE 5.3 of an earthquake in Nepal. Answer the 5.4 Study the diagram below, FIGURE 5.4, and select a term from the
questions that follow. information block to identify the features labeled A to E.

5.3.1 Define the terms focus and epicentre. (2 x 1) (2)

5.3.2 What type of fault caused the development of this earthquake?

(1 x 2) (2) FOCUS SEISMIC WAVES EPICENTER
5.3.3 The Nepal earthquake measured at 7.3 Magnitude. FAULT PLANE CRUST MANTLE

(a) Name the scale used to measure earthquakes. (1 x 1) (1)

(b) Explain what this scale measures. (1 x 2) (2)

5.3.4 Explain the occurrence of seismic waves. (1 x 2) (2) (5 x 1) (5)

5.3.5 An earthquake of this magnitude is usually followed by aftershocks

that results in more damage in the area. Explain this statement.
(3 x 2) (6)

60
5.5 Study the case study below on Earthquakes. 5.6 Match the term in COLUMN B with the description in COLUMN A. Write you
answer as follows on your answer sheet. E.g. 5.6 I.
EARTHQUAKES
COLUMN A COLUMN B
NEW DELHI: A mild earthquake measuring 3.5 on the Richter scale hit
Delhi and neighbouring areas around 5:45pm on Sunday. 5.6.1 A crack in the Earth’s crust A Seismogram

The tremors lasted for 25 to 30 seconds. Officials from the Department of 5.6.2 Instrument that allocates a magnitude number to B Seismograph
Disaster Management Authority in Delhi said there were no immediate quantify the energy released by an earthquake
reports of any damage. The earthquake, which occurred at a depth of 8 km, C Fault
was categorised in the "yellow, slight" level, according to Ajay Kumar, 5.6.3 A wave of energy that generates an earthquake
officer on duty at the National Centre for Seismology (NCS). "The D Tsunami
earthquake was unexpected, there were no signs of it coming," said Kumar, 5.6.4 A graph output from the magnitude of an
adding he cannot say if it will be followed by another set of tremors. "We will earthquake. E Focus
be closely monitoring the situation over the next 12 hours to assess the
situation," Kumar said. 5.6.5 An instrument used to measure and record F Seismic wave
details of earthquakes
The epicenter of the earthquake was reported near Sonia Vihar in north- G Richter scale
east Delhi, about 16 km from the NCS head office at Lodhi Road, said M 5.6.6 A large wave caused by an earthquake under
Rajeevan, secretary, ministry of earth sciences the ocean H Epicenter

https://economictimes.indiatimes.com//news/politics-and-nation/earthquake-of- 5.6.7 The location where the plates move under the (7 x 1)(7)
magnitude-3-5-strikes-delhi-neighbouring- earth
5.5.
5.5.1 Define the following terms:
a) Epicenter
b) Richter Scale
c) Earthquake (3 x 1) (3)

5.5.2 According to the article, where has this earthquake occurred? (1 x 1) (1)

5.5.3 On which continent is New Delhi located? (1 x 1) (1)

5.5.4 Where was the epicenter of the earthquake? (1 x 1) (1)

5.5.5 What could be an explanation to the statement “no immediate reports

of any damage “. (1 x 2) (2)

5.5.6 Why are they worried about the possibility of tremors? (1 x 2) (2)

5.5.7 Discuss why the earthquake was unexpected and why it is difficult to
predict. (2 x 2) (4)
61
WEEK 8 & 9 : VOLCANOES
You must study with these questions
HOW DOES A VOLCANO FORM? IDENTIFY DIFFERENT TYPES OF VOLCANOES?

 Magma rises through cracks in the Earth's crust.  Extrusive volcano: When magma pours
 When pressure is released, e.g. as a result of plate movement, onto the Earth’s surface as lava.
magma explodes to the surface causing a volcanic eruption.  Intrusive volcano: When magma cools
 The lava from the eruption cools to form new crust. and solidifies within the Earth’s
 Over time the rock builds up and a volcano form. crust.
WHAT IS A VOLCANO’S STRUCTURE?  Active volcano: Volcano that erupt
regularly.
 Dormant volcano: Volcano that is not
currently erupting but is still capable
of
erupting.
 Extinct volcano: Volcano that has not
erupted in recorded history.
SHIELD VOLCANO COMPOSITE/STRATOVOLCANO CINDER CONE VOLCANO

 Wide with gentle slopes  Tall steep sided  Smaller than stratovolcano
 Low viscosity, lava flow  Alternating layers of lava and ash  Steep sides
slow and far before it  Explosive volcanoes  Mainly rock and ash
hardens  Small crater deposits, less lava flow
 Forms a shield-like mound  Lava highly viscous does not  Large, bowl shaped crater
 Volcanic islands flow far before it hardens

ADVANTAGES’ DISADVANTAGES
 Ash and lava weather to form fertile soil  Lava burns property and destroys farmland
 Tourist attraction  Pyroclastic flows kills living creatures
 Hot springs  Can triggers thunderstorms, floods, mudflows
 Generation of geothermal  Blasts of eruptions are dangerous
energy  Emits greenhouse gasses
 Produce minerals e.g.  Ash clouds block sunlight and influences growth
62
diamonds, gold, copper, zinc of crops and disrupts air traffic

63
ACTIVITIES: VOLCANOES

6.1 Use the figure below to help you answer the questions that
follow. 6.2 Match column B to the correct meaning in column A

COLUMN A COLUMN B
6.2.1 Molten minerals underneath the A Batholith
Earth’s surface.
B Dormant
6.2.2 A volcano that consists of soft
liquid lava, which rapidly flows C Lopolith
outwards.
6.2.3 D Extinct
A volcanic cone built up by ash,
leading to concave slopes forms E laccolith
6.2.4 a … volcano.
F Active
6.2.5 Mushroom-shaped volcanic
intrusion. G Magma
6.1.1 The figure shows examples of both intrusive and extrusive
6.2.6 An intrusion that cuts horizontally H Composite
volcanisms. What do intrusive and extrusive mean? (2)
along the crustal layers.
(2 x 1)
6.2.7 I Shield
The largest volcanic intrusion is
6.1.2 Provide labels for intrusive features A and B. (2)
called … J sill
(2 x 1)
6.2.8 (8 x 1) (8)
6.1.3 What valuable mineral could possibly be mined from feature D? (1)
A volcano that hasn’t erupted in
(1 x 1)
recent years.
6.1.4 What type of volcano is shown in the figure? Give a reason for
your answer. (3)
Volcano that has not erupted in
(1 + 2)
recorded history.
6.1.5 ‘Volcanic eruptions do cause much death and destruction, but they
also often have positive effects on people and the environment.’
Examine in a paragraph of no more than EIGHT lines the positive
and negative effects of volcanoes. (8)

64
 (4 x 2)

6.3 Read the article below about a recent volcanic eruption in Japan. 6.4 FIGURE 6.4 is a Structure of a Volcano
TOKYO—with at least 36 hikers presumed dead, the eruption at Mount Ontake
serves as a grim reminder of the challenges involved in predicting volcanic
explosions.
Toxic fumes and volcanic tremors stalled rescue workers' efforts Tuesday to
search for survivors and retrieve bodies from the mountain after an unexpected
eruption on Saturday trapped climbers and spewed ash over a wide area.
The Japan Meteorological Agency warned rescue squads Tuesday morning that
volcanic tremors close in intensity to those observed following the eruption were
being recorded, raising fears of a fresh explosion. But while similar tremors were
first recorded around 10 minutes before the deadly eruption at 11:52 a.m. on
Saturday, the agency said there was little else that indicated the onset of an
eruption of this scale.
By the time the agency raised the alert level on a scale of five for Mount Ontake
from one to three, which restricts entry to the mountain, it was 12:36 p.m., 44
minutes after the eruption sent plumes of toxic volcanic ash and rock into the air
and hikers running for their lives.
With 36 people presumed dead and possibly more hidden under the ashes, the
eruption is the deadliest in Japan since 43 lives were claimed during the 1991
eruption of Mount Unzen in the southern Nagasaki prefecture. Located in the 6.4.1 Explain what is an active volcano? (1)
so-called Pacific Ring of Fire, Japan has 110 active volcanoes, and has (1 x 1)
recorded nine major eruptions in the past 25 years. Sourced from:
http://online.wsj.com/. 6.4.2 Identify the volcano in FIGURE 1.3 as a cinder cone
or composite volcano? Give a reason for your (3)
answer. (1 + 2)

6.4.3 Identify labels 1 and 4. (2)

(2 x 1)
6.3.1 This volcano lies on the Pacific Ring of Fire. Briefly explain what this is. 6.4.4 Describe how a caldera is formed. (2)
(1 x (1 x 2)
2) (2) 6.4.5 In a paragraph of approximately EIGHT lines,
6.3.2 Explain why the fumes escaping the volcano are described as toxic. discuss the socio-economic effects of volcanoes in
(1 x developing countries. (8)
2) (2)
(4 x 2)

65
6.3.3 Despite the existence of these active volcanoes, people have still
1.3.51.3.5
settled on the Japanese Islands. Report on TWO advantages that
people experience as a result of these volcanoes.
(2 x 2) (4)

6.3.4 Discuss in a paragraph of no more than EIGHT lines, the negative

impacts that this volcanic eruption will have on the surrounding
settlements.
(4 x
2) (8)

6.5 Study the case study below.

ETNA DISCOVERY

8-days hiking & study tour on Mt. Etna volcano, Italy 6.5.1 What is volcanologist? (1 x 1) (1)
...I highly recommend this trip. (Giannella G., USA, about the Etna
Discovery tour)
"Hi, Irina, 6.5.2 What excursion do we read about in the extract? (1 x 1) (1)

Here is a short testimonial about my wonderful Mt. Etna experience: 6.5.3 Volcanoes can be destructive in nature. Mention TWO
Positive impacts, volcanoes can provide to the people of the
I took Volcano Adventure’s “Etna Discovery” trekking excursion May 2019. area where it has occurred. (2 x 2) (4)
Months later, I am still smiling over the great views, unexpected hornito
eruption and excellent guiding by volcanologist, Evelyne Pradal. Each day 6.5.4 What is the difference between Magma and Lava. (2 x 1) (2)
we covered a new area, exploring the stunning diversity of Etna’s slopes —
beech forests, tube caves, scorched lava sands, ropey pahoehoe, a 6.5.5 Indicate dangers volcanoes can bring to the environment of
stunning ash valley, and so much more. Pradal knows Etna well, having led an area (2 x 2) (4)
many groups there over the years. She and the local guides who
accompanied us daily shared fascinating information about the history of 6.5.6 The volcanologist describes eco-tourist destinations which
the volcano and its lava flows. We stayed at a comfortable, rustic lodge, developed because of volcanic activity. Identify THREE of
where every night after a hot shower and before dinner, we sat in front of a these destinations that is referred to in the article. (3 x 2) (6)
cozy fireplace discussing the day’s experiences over wine. We trekked
anywhere from three to six hours per day and spent one rest day visiting

66
the lovely town of Taormina, a Norman castle built on top of a hydromagma
volcano, and Gola Alcantara, a river canyon with spectacular, columnar
lava formations. I highly recommend this trip. In fact, I enjoyed it so much
that I plan to do it again next year!

Here is the link to my Erta Ale article.

Best regards,

Giannella" (Giannella G., USA, about the Etna Discovery tour)

67
POPULATION GEOGRAPHY

TERMINOLOGY

68
Population distribution The arrangement or spread of people living in a given area.
Population density The measurement of how many people there are in an area.

69
Sparsely populated Containing few people.
Densely populated Containing many people.
Human factors That affect population density include social, political, and economic factors.
Physical factors That affect population density include water supply, climate, relief (shape of the land), vegetation,
soils and availability of natural resources and energy.
Population indicators Different measurements which give information about a country’s population characteristics.
Birth rate the number of babies born per 1000 of the population per year.
Death rate number of deaths per 1000 of the population per year.
Life expectancy average number of years a person can expect to live
Infant Mortality Rate: the number of infant deaths per 1000 live births
Natural increase the rate at which a country’s population is growing.
Fertility rate the average number of children an average woman would have if she were to live to the end of her
childbearing years.
Literacy rate the percentage of the total population who can read and write.
GDP per capita the gross domestic product per person.
Population structure how a country’s population is made up.
Population pyramid a type of a graph showing a country’s population according to age groups and gender
Dependency ratio a population indicator which shows how many people in a country need to be supported because
they are not economically active.
Zero population growth when a population remains stable where the number of births and immigrants is equivalent to that of
deaths and emigrants.
Population growth the increase in the number of people in a population
Exponential growth ever more rapid growth of a population over a short period of time
Contraception method of birth control
Sterilisation a permanent form of contraception
One child policy strategy to control birth rate
Migration the movement of people from one place to another
Genocide the deliberate killing of people from a certain ethnic group or nation
Voluntary migration when a person chooses to migrate.
Forced migration when a person is forced to migrate because of religion or political factors etc.
International migration movement of people across a country’s boarders

70
Emigration movement of people out of their home country to another country
Immigration movement of people into a new country of residence
Regional migration movement of people within a region
Urbanisation process by which an increasing percentage of the world’s population live in urban areas.
Globalisation the integration and connection of countries
Rural-urban migration movement of people from farms to cities
Depopulation a decline in the number of people living in an area.
Push factors factors that force people to leave rural areas.
Pull factors factors that draw people to urban areas.
Centrifugal forces forces that cause people to leave rural areas.
Centripetal forces forces that attract people to urban areas.
Migrant worker a person who migrates specifically to find work.
Economic migrant a migrant worker
Political migrant a person who migrates for political reasons

TOPIC: POPULATION DISTRIBUTION AND DENSITY

 World population distribution is uneven. Places  Population density is a measurement of the number of
which are sparsely populated contain few people. people in an area. It is an average number. Population
Places which are densely populated contain many density is calculated by dividing the number of people by
people. area.
 Sparsely populated places tend to be difficult places  Population density is usually shown as the number of people
to live. These are usually places with hostile per square kilometre. The map below is a choropleth
environments e.g. Antarctica. Places which are (shading) map and illustrates population density. The darker
densely populated are habitable environments e.g. the colour the greater the population density.
Europe.

71
  The population of the world is now over 7 billion
people, the vast majority of whom live in the
developing world.
 The world’s population is spread unevenly across
the globe with concentrations of large numbers of
people living in the same area.
 The world as a whole has more ‘empty’ areas than
‘crowded’ areas. There are several physical and
human factors to explain this.

 The map above shows that world population distribution is

uneven. Some areas have a high population density while
others have a low population density. Areas of high
population density tend to be located between 20° and 60°N.
This area contains a large land area and a relatively
temperate climate.

ACTIVITIES: POPULATION DISTRIBUTION AND DENSITY

ACTIVITY 1 ACTIVITY 2
1.1 Give ONE word/term for each of the following
descriptions by choosing a word/term from the list below.
Write only the word/term next to the question number

72
 (1.1.1–1.1.8) in the ANSWER BOOK. ACTIVITY 2
1.2 Study FIGURE 1.2 that shows the World
1.1.1 The number of people that live per square kilometre. population and answer the following questions.
1.1.2 The percentage of people that can read and write. 1.2.1
1.1.3 The loss of professional people from a country. E
1.1.4 Shows the spread of people over an area.
1.1.5 The number of children that die per 1 000 people of
the population.
1.1.6 The average number of years that a person is
expected to live.
1.1.7 A survey done to count all the people that live in
a country.
1.1.8 The total number of live births per 1 000 people of
the population.

(8X1) (8)

xplain the difference between developed and developing

countries. (2X2) (4)
1.2.2 Name the country from FIGURE 1.2 that can be seen as the most
developed country. (1X2) (2)
1.2.3 Identify the amount of people (in millions) that constitutes the
population of the country mentioned in QUESTION 1.2.2? (2)
1.2.4 Identify the TWO countries in FIGURE 1.2 with the largest
population? (2X1) (2)
1.2.5 Describe TWO physical factors that would contribute to the high
population in the countries as mentioned in QUESTION 1.2.4.
(2X2) (4)

73
ACTIVITY 3
1.3 Study the map and answer the questions. (Source: Focus Geography Grade 10)

1.3.1 The map shows ten countries with their population figures. Arrange these countries from the most populous to the least
populous. (10x1) (10)
1.3.2 On which continent are most of these countries? (1x1) (1)
1.3.3 Calculate the total population of Japan, Bangladesh and Indonesia. (1x1) (1)
1.3.4 Which country of the ten has the smallest area? (1x1) (1)
1.3.5 Do you think a population map for 2020 will look the same as this one? Explain your answer. (1x2) (2)

ACTIVITY 4 ACTIVITY 5
1.4 Refer to FIGURE 1.4 showing the 2017 population distribution in 1.5 Refer to FIGURE 1.5 showing world
South Africa population explosion

74
1.4.1 Define the term Urbanisation. (1x1) (1)
1.4.2 Name the province with the smallest population. (1x1) (1)
1.4.3 Which is the most populated province in South Africa?(1x1) (1) 1.5.1 Define the term population explosion.(1x1) (1)
1.4.4 Provide TWO reasons for the high population in the province 1.5.2 How many billions of people were there in
named in question 1.4.3. (1x1) (2) 1975? (1x1) (1)
1.4.5 Based on the data from the graph, what is the total population of 1.5.3 How many billions of people increased
between 2020 and 2033? (1x1) (1)
South Africa? (1x2) (2)
1.5.4 Which year shows the highest population in the
1.4.6 In a paragraph of not more than 8 lines discuss the push factors world? (1x1) (1)
Or conditions forcing people to leave rural areas. (4x2) (8) 1.5.5 Predict the number of people in 10 years from
2046? (1x1) (1)

TOPIC: POPULATION STRUCTURE

75
 Studying the population structure of a country can  Some countries have a large youth population because
involve examining different characteristics including age, birth rates are high, infant mortality is low and sanitation
gender, fertility (birth rates expressed as the number of may be improving. However, those with a small youth
babies born per 1000 people), mortality (number of population may have low birth rates due to lifestyle
deaths per 1000 people) and migration. changes as children become more expensive and young
 The population of a country is made up of different people are more career-focussed.
groups including the youth and elderly population, which  Countries with a high elderly population often have
together are known as dependents. The working better health care leading to longer life expectancy.
population consist of people who are of working age and However, those with a small elderly population typically
are economically active. The dependency ratio is the have poor healthcare provision and therefore a shorter
proportion of dependent people to the working life expectancy.
population.

76
 Small youthful population
An ageing population
A country with a small youthful population can experience a
A country with an ageing population (an increasing proportion number of problems including:
of elderly people) can experience a number of problems. These
include:  the potential for population decline

 fewer workers to support the financial demands of an  fewer future consumers and taxpayers
ageing population. which can impact economic
development.
 greater pressure on health and social care services

 increased expense from pension claims, that can lead to

tax increases to meet the demand.

 a higher dependency ratio

Large youthful population

A country with a large youthful population can experience a

number of problems including:

 increased pressure on education,

nursing and healthcare services
 increased dependency ration
 increased tax rates to fund the demand
for services.

77
ACTIVITIES: POPULATION STRUCTURE

ACTIVITY 6 ACTIVITY 7
2.1 Match the following items in COLUMN A with the 2.2 Study the population pyramid FIGURE 2.2 for South Africa
correct definition in COLUMN B. Write only the number based on 2014 statistics.
and letter e.g. 2.1.1 M

COLUMN A COLUMN B

2.1.1 GDP per A. Number of babies born per

capita 1000 of the population per
2.1.2 Natural year.
increase B. The gross domestic product
2.1.3 Life per person.
expectanc C. The number of deaths per year
y per 1000 of the population.
2.1.4 Fertility D. The rate at which a country’s
rate population is growing. 2.2.1 Describe the shape of the population pyramid. (1x2) (2)
2.2.2 Which age group makes up the largest portion of South
2.1.5 Birth rate E. The average number of
Africa’s population? (1x2) (2)
2.1.6 Literacy children an average woman 2.2.3 Which gender lives longer in South Africa? (1x2) (2)
rate would have if she were to live 2.2.4 The birth rate in South Africa has dropped over the last
2.1.7 Death rate to the end of her child-bearing decade. Give reasons for the reduction in the birth rate.
years. (2x2) (4)
F. The average number of years 2.2.5 Define the term dependency ratio. (1x1) (1)
a person can expect to live. 2.2.6 Is South Africa’s dependency ratio high or low? (1x2) (2)
G. The percentage of the total
population who can read and
write.
ACTIVITY 9

78
 2.4 Refer to FIGURE 2.4 showing population pyramid of
Afghanistan (2015).
ACTIVITY 8
2.3 Study the population pyramid FIGURE 2.3 (a) and 2.3
(b).

2.4.1 Use the population pyramid to determine the following:

2.3.1 Identify the type of population pyramid that is illustrated (a) Number of males aged 25 to 29 years (1x1) (1)
respectively in FIGURE 2.3 (a) and FIGURE 2.3 (b) as (b) Number of females aged 45 to 49 years (1x1) (1)
a developed or a developing country. (2x2) (4) (c) Total number of people aged 0 to 4 years (1x1) (1)
2.3.2 Which age groups according to FIGURE 2.3 (a) and 2.4.2 Identify the age group that makes up the biggest portion of
FIGURE 2.3 (b) would represent the following the total population. (1x1) (1)
economic status in a 2.4.3 Would you classify Afghanistan as a developing or
population pyramid: developed country (1x1) (1)
a. Youth dependants 2.4.4 Provide ONE piece of evidence from the pyramid to
b. Elderly dependants support your answer in QUESTION 2.4.3. (1x2) (2)

79
 c. Economic active population (3x1) (3) 2.4.5 In a paragraph of approximately EIGTH lines, describe
2.3.3 Which population pyramid FIGURE 2.3 (a) or FIGURE negative effects of overpopulation in a country such
2.3 (b) would represent South Africa’s population? as Afghanistan. (4x2) (8)
(1x1) (1)
2.3.4 Write a paragraph of approximately 8 lines discussing ACTIVITY 10
the population characteristics of a developed country. 2.5 Study FIGURE 2.5 showing provincial average life
Refer to the birth rate, death rate, dependency ratio and expectancy.
education of the population. (4x2) (8)

2.5.1 Define the term life expectancy. (1x1) (1)

2.5.2 Which province has respectively the lowest and highest life
expectancy between 2011–2016? (2x1) (2)
2.5.3 Compare the life expectancy for the years 2011–2016 with
2016–2021. (1x2) (2)
2.5.4 Explain TWO factors that can decrease life expectancy
among males. (2x2) (4)
2.5.5 Discuss THREE ways to advise males to improve life
expectancy. (3x2) (6)

80
ACTIVITY 11
2.6 Study FIGURE 2.6 showing population pyramids.

2.6.1 How many males are aged 15 - 19?

(1x2) (2)
2.6.2 How many females are aged 15 - 19? (1x2) (2)
2.6.3 Which age group makes up the largest number of the total Population? (1x2) (2)
2.6.4 How many people (male and female) are aged 60 and over? (1x2) (2)
2.6.5 How many people (male and female) are under 15 years old? (1x2) (2)
2.6.6 Classify the shape of the pyramid. (1x2) (2)

TOPIC: POPULATION GROWTH

81
  Population growth (positive or negative) is caused
exclusively by the operation of fertility, mortality, and
migration. Regarding the population growth of
countries and other national populations, the effect of
migration is normally not as influential as the effects of
fertility and mortality, usually considered to be the
major factors directly causing national population
growth.
 Population growth can also lead to a rising demand for
food. Problems of instability in food production are
particularly difficult for some developing countries with
high population growth rates and low technological
 Overpopulation is an undesirable condition where the changes in agriculture.
number of the existing human population exceeds the
actual carrying capacity of Earth. Overpopulation is caused  An increasing number of people in the population
by a number of factors. Reduced mortality rate, better leads to pressures on land resources, which limits the
medical facilities, depletion of precious resources are few amount of arable agricultural land and tends to worsen
of the causes which result in overpopulation. It is possible the situation of food supply and human reproduction.
for a sparsely populated area to become densely
populated if it is not able to sustain life.

 Furthermore, a high rate of population growth is likely to

increase population density in certain geographic areas,
particularly urban settings. As a result, overcrowding,
unemployment, and poverty are likely to lead to social
problems in some localities.

CAUSES OF OVERPOPULATION

82
  Decline in the Death Rate:  Rise in the Birth Rate:
The fall in death rates that is decline in mortality rate is one
fundamental causes of overpopulation. Owing to the Thanks to the new discoveries in nutritional science, we have
advancements in medicine, man has found cures to the been able to bring in increase in the fertility rates of human
previously fatal diseases. The new inventions in medicine beings. Medicines of today can boost the reproductive rate in
have brought in treatments for most of the dreadful diseases. human beings.

 Migration:  Lack of Education:

83
Immigration is a problem in some parts of the world. If the Illiteracy is another important cause of overpopulation. Those
inhabitants of various countries migrate to a particular part of lacking education fail to understand the need to prevent
the world and settle over there, the area is bound to suffer from excessive growth of population. They are unable to understand
the ill effects of overpopulation the harmful effects that overpopulation has.

SOLUTIONS TO OVERPOPULATION

 Better Education  Making People Aware of Family Planning

One of the first measures is to implement policies reflecting As the population of this world is growing at a rapid pace,
social change. Educating the masses helps them understand raising awareness among people regarding family planning and

84
the need to have one or two children at the most. letting them know about serious after-effects of overpopulation
can help curb population growth.

ACTIVITIES: POPULATION GROWTH

ACTIVITY 12 ACTIVITY 13
3.1 Study the two population pyramids in FIGURE 3.1. They 3.2 Study FIGURE 3.2 on population growth.
represent two different countries. Indicate which
pyramid, A or B, is referred to in each of the

85
 descriptions below.

3.1.1 The country with high birth and death rates (1X1) (1)
3.1.2 The country showing a slow population growth.
(1X1) (1)
3.1.3 A triangular population pyramid (1X1) (1)
3.1.4 The country with a high life expectancy (1X1) (1)
3.1.5 The country with many young people (1X1) (1) 3.2.1 What was South Africa’s population in 2001? (1 x 1) (1)
3.1.6 The country with many adults (1X1) (1) 3.2.2 Which province has the highest population and how many
3.1.7 The country with a high life expectancy for females people live there? (2 x 1) (2)
older than 80 years (1X1) (1) 3.2.3 Give TWO reasons why the greatest population increase
ACTIVITY 14 was in the age group between 5 – 9 years old. (2 x 2) (4)
3.3 Refer to FIGURE 3.3 that shows the population 3.2.4 Discuss THREE negative impacts that the increased
population growth has on the infrastructure in South Africa.
(3 x 2) (6)
3.2.5 Give ONE suggestion how South Africa can improve control
of population growth in the future. (1 x 1) (1)

ACTIVITY 15
3.4 Refer to FIGURE 3.4 showing population increase in South

86
 characteristics of Brazil. Africa.

3.4.1 Define the term population. (1 x 1) (1)

3.4.2 What was South Africa’s population in 2001 and 2015
respectively? (2 x 1) (2)
3.4.3 Name the province with the lowest population and the
number of people living in this province. (2 x 1) (2)
3.4.4 Comment on the trend from 2001 to 2016 in the article
3.3.1 Is Brazil a developed or developing country? (1 x 2)
regarding the population of South Africa. (1 x 2) (2)
(2)
3.4.5 Discuss TWO negative impacts that the increased
3.3.2 Give ONE reason for your answer to QUESTION
population growth has shown on the natural resources of
3.3.1. (1 x 2) (2)
the country. (2 x 2) (4)
3.3.3 Give TWO possible reasons for the high birth rate in
3.4.6 Suggest any TWO strategies that can be put in place to
Brazil. (2 x 2) (4)
manage the population growth in South Africa. (2 x 2) (4)
3.3.4 Discuss the negative impact of a rapid population
growth rate on Brazil. (2 x 2) (4)
3.3.5 Suggest TWO methods that Brazil can use to reduce
the rapid population growth in their country. (2 x 2) (4)

87
ACTIVITY 16 ACTIVITY 17
3.5 Study the graph showing global population growth from 3.6 Study FIGURE 3.6 showing population explosion.
1750 to 2100 and answer the questions. (Source: Focus
Geography Grade 10)

3.5.1 Describe the growth in total world population from

1750 to around 1950. (2x1) (2) 3.6.1 Do you agree with the comment that the dog has
3.5.2 Describe the total world population growth from 1950 made? (1 x 2) (2)
to today. (2x1) (2) 3.6.2 Give evidence from the cartoon to motivate the
3.5.3 Compare the population growth in less developed comment of the dog in 1.6.1. (1 x 2) (2)
countries with the population growth in more 3.6.3 Write a paragraph of 10 lines and explain the
developed countries. (2x2) (4) challenges that this ‘population explosion’ could have
3.5.4 Determine the total world population according to the on this lady in the future. (8 x 1) (8)
graph for 2015. (1x2) (2)

88
TOPIC: POPULATION MOVEMENTS
 The movement of people from place to place is Factors which influence migration
referred to as migration. These people are called  Social factors – the desire to live a better life, housing,
migrants. There are many different types of environment, improved living conditions, improved
migration. services, facilities, activities, relationships.
 Migration refers to the movement of people from  Political factors – people move because they are
one country to another. unhappy with the political system, mainly a push factor.
 Migration can be classified into different categories.
 Economic factors – seeking a better job from business
Immigration is the movement of people into a or industry.
country.

89
 Emigration is the movement of people out of a  Religious factors – people may move to avoid being
country. persecuted because of their religion. Move to where they
Rural - urban migration is the movement from rural can practise their religious beliefs.
to urban areas.  Physical factors – people may move to avoid physical
 International migration is controlled by dangers, a harsh climate or infertile soil.
governments. They may encourage or discourage
migration into their country. Illegal migrants can be  Attitudes to refugees and immigrants (xenophobia)
returned to their country of origin (deported) Negative attitudes towards immigrants are attributed to
various factors:
 Refugees are people who have been forced to leave
their home country because of war, persecution or
natural disaster.

• Reasons for migrations

Pull factors:
 Better physical environment
 The lure of foreign lands
 Better communication links
 Better economic opportunities

Push factors:
 Political Unrest
 Racial discrimination
 Religious persecution
 Revolutions and wars
 Unfavourable physical environment
 Industrial and scientific revolutions

90
• Reasons for migrations
Pull factors: Favourable conditions that attract people to
another area. Lead to spontaneous population movements.
Push factors: Unfavourable conditions that discourage people
from remaining in an area. Lead to forced migrations.

EFFECTS OF POPULATION MOVEMENTS

91
POSITIVES NEGATIVES
 People who enter the country have specialized  People who leave the country are highly skilled and
skills and the new country benefits from the added well educated. This means a loss of developmental
skills of the immigrants. possibilities of the country of origin.
 People who leave rural areas send money to people  The people who move may be exploited at the new
remaining behind. The economic prosperity is place.
thereby increased and distributed.  They have left all possessions behind.
 The new country receives cultural influences that  Families are separated from each other.
enhance the country e.g. the influence of the
Malayan people, the Dutch; British Settlers.

ACTIVITIES: POPULATION MOVEMENTS

ACTIVITY 18
4.1 Various options are provided as possible answers to the following questions. Choose the correct answer and write
only the letter (A–D) next to the question number (4.1.1–4.1.7) in the ANSWER BOOK, for example, 4.1.8 D.

4.1.1 A person who migrates for political reasons is called a …

A political migrant.
B economic migrant.
C socio-economic migrant.
D social emigrant.
4.1.2 A sum of money sent by a worker to their families back home is …
A tax.
B remittance payment.
C black tax.
D pocket money.
4.1.3 A person who visits a place for the purpose of taking a holiday is a(n) …
A migrant worker.
B tourist.
C refugee.

92
 D assailant.

4.1.4 A(n) … is an undocumented migrant.

A legal migrant
B migrant labour
C economic migrant
D illegal migrant
4.1.5 Which of the following can be used to control a high birth rate?
A Polygamy
B Migration
C Contraception
D Polyandry
4.1.6 A graph showing a country’s population according to age groups and
gender is called …
A population distribution.
B population density.
C population geography.
D population pyramid.
4.1.7 …occurs when there more people than available resources.
A Under-population
B Over-population
C Optimum population
D Even population (7 x 1) (7)

93
ACTIVITY 19
4.2 Refer to FIGURE 4.2.

4.2.1 Identify the type of migration taking place in FIGURE 3.4. (1 x 2) (2)
4.2.2 Name TWO push factors resulting in people leaving their farms. (2 x 2) (4)
4.2.3 State TWO problems experienced by a city as a result of people moving there. (2 x 2) (4)
4.2.4 Discuss TWO methods that can be used to reduce the number of people who leave their farms. (2 x 2) (4)

ACTIVITY 20
4.3 Read the excerpt below and answer the questions that follow.

94
 REFUGEES FLEE SA ATTACKS
John left Zimbabwe hoping for sanctuary in South Africa. Now he fears for his life. 'I left home to try and support my family. But
it is better to starve at home than to die here.' A mob had attacked him in Johannesburg. They took all his belongings.

4.3.1 Explain the meaning of the following terms:

(a) Refugee (1 x 2) (2)
(b) Xenophobia (1 x 2) (2)
4.3.2 Name any ONE other African country (excluding Zimbabwe) from where South Africa attracts refugees. (1 x 2) (2)
4.3.3 Give TWO possible reasons why Zimbabweans leave their country. (2 x 2) (4)
4.3.4 Explain why many South Africans do NOT want refugees in the country. (2 x 2) (4)
4.3.5 State ONE positive impact that refugees might have on South Africa. (1 x 2) (2)

ACTIVITY 21

95
4.4 Study FIGURE 4.4 showing movement of people from rural areas to cities.

4.4.1 Classify QIMA LOCATION as an urban or rural area. (1 x 1) (1)

96
4.4.2 Name the type of migration taking place in FIGURE 4.4 (1 x 1) (1)
4.4.3 Give the term that describes the decrease of population in rural areas. (1 x 1) (1)
4.4.4 Mention TWO push factors resulting in people leaving their villages like Qima to move to cities. (2 x 1) (2)
4.4.5 Suggest ONE reason for rural areas to remain with mainly older people. (1 x 2) (2)
4.4.6 Discuss TWO problems experienced by a city because of many people moving there. (2 x 2) (4)
4.4.7 Suggest TWO solutions that can be used to reduce the number of people leaving the rural areas. (2 x 2) (4)

ACTIVITY 22

97
4.5. Refer to FIGURE 4.5 on xenophobia.

4.5.1 Define the following terms:

(a) Xenophobia (1 x 1) (1)
(b) Refugee (1 x 1) (1)
4.5.2 Name Brian’s country of birth. (1 x 1) (1)
4.5.3 Provide TWO reasons from the extract why Brian left his country of birth. (2 x 1) (2)
4.5.4 Explain a possible reason why many South Africans do not like refugees. (1 x 2) (2)
4.5.5 Discuss TWO positive impacts that refugees might have on South Africa. (2 x 2) (4)
4.5.6 Suggest TWO strategies that can be implemented (applied) by the South African government to assist refugees. (2 x 2) (4)

98
ACTIVITY 23
4.6 Read the following article below and answer the questions that follow:

REFUGEES
Like other countries, South Africa is obliged to grant protection to refugees. Although it did not recognize refugees until 1993, it
became a signatory to the UN and Organisation of African Unity conventions on refugees after its transition to democracy.
The 1998 Refugees Act established the institutions and procedures to offer protection to those who are fleeing persecution and
instability in their home countries.
According to the UNHCR, the UN's refugee agency, South Africa has a "liberal asylum legislation that incorporates all basic
principles of refugee protection including freedom of movement, the right to work and access to basic social services".
The Government of South Africa supports international efforts to protect and assist refugees and asylum-seekers, in particular by
providing them with access to health facilities, schools and social services.

Article from : http://www.southafrica.info/travel/documents/refugees_asylum.htm#.V_uE9CF97IU#ixzz4MgRg3SSH

4.6.1 What are refugees? (1x2) (2)

4.6.2 Why do they need protection? (1x2) (2)
4.6.3 Provide one word that describes the dislike or fear of people from other countries. (1x2) (2)
4.6.4 From which countries do most of the refugees in South Africa coming from? Choose the correct answer in brackets
(African /European/Asian). (1x2) (2)
4.6.5 Discuss two pull and push factors influencing the movement of people from one place to another.
(2x4) (8)

99
MIND MAP: WATER RESOURCES MANAGEMENT IN SOUTH AFRICA and FLOODS

Challenges of providing free basic water

Inter-basin transfer
Environmental challenges and pollution scheme

Rivers, lakes and dams in South Africa

Free basic water The role of government

WATER RESOURCES MANAGEMENT IN SOUTH AFRICA

The role of municipalities Strategies towards sustainable water use

Floods

Water provision

The role of government

Water purification The role of individuals \\\\\

Causes of floods 100

Alien vegetation it is the plants that is brought into the country from
another country
Basic water- clean drinkable water. Concepts

Chlorination chlorine and ammonia mixture is used to treat water

against bacteria.

Coagulation calcium carbonate is burnt and mixed with water to

produce slaked lime.

Disinfection when water is treated with chlorine to remove any

bacteria.

Filtration water is filtered through high grade silica sand and

pebbles to remove the remaining suspended particles

Flocculation clumping together of suspended particles to form a larger

heavier particle called flock.

Flood line it is the line that delineates an area of floods.

Flood plains are found in the lower parts of the river where the valley
is widened by means of lateral erosion

Infrastructure the basic facilities that and installations that help a

government or community to run.

Inter-basin transfer How water is transferred from an area where there is a

of water surplus to the area where there is a need.

Sedimentation when coagulated and flocked material become heavy

and settle in large horizontal layers.

Siltation silt carried by the flowing river and deposited in a dam or

sea mouth.
101
Slaked lime colorless crystal or white powder used to treat sewage.

Stabilization when slaked lime and other material is added to water, it

purifies it to have a high PH.
 Grade 10 – Term 4
Week: _________ Date:________ _____% Curriculum Coverage
Topic: Water Management in South Africa - Introduction
Water in South Africa Mean Annual Rainfall in South Africa Evaporation rates in South Africa
 South Africa is a semi-arid  Large amount of water is lost through
country — one of the 30 evaporation annually.
driest countries in the world.
 Uneven water availability
across the country — annual
rainfall varies from less than
100 mm (west coast) to 1000
mm (east coast).
 Large parts of South Africa
receive only 250-500 mm of
rain per year.
 The average rainfall of about
450 mm a year is well below
the world average of 860 mm
a year.
 No rain in winter for most of
the country. In south-western • Agriculture is a major user of South Africa’s
part of Western Cape, no water.
summer rain. • South Africa is a water-poor country with an
average of only 500mm of rain a year. 65%
of the country gets less than 500 mm.
• Forest and sugar plantations extract so
much water that only 9% of the rainfall in
these areas reaches the rivers. (World
average 31%)
• Dams in South Africa are shallow with
wide surface areas so nearly half of all
stored water evaporates again.
• The population of South Africa is still growing.
• The individual water needs of each person are

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 still growing.

 South African rivers are

small by African and world
standards.
 The total flow
of all South
African rivers
is less than
half that of the
Zambezi
River, the
closest large
river to South
Africa.
 Large inter-basin transfers
of water have been carried
out in South Africa. This
process transfers water
from one river basin
(Orange) to another (Fish)
through tunnels and
canals.
 There are a
few small
estuaries (St
Lucia) — the
wide part of the
river where it
meets the sea
— in South
Africa; no large

103
 lakes.

Dams in South Africa

Many large storage dams have
been built to help store and
manage our water supplies.
There are more than 500 dams,
with a total capacity of 37 000
million cubic meters. These often
are part of major water transfer
schemes

The uses of dams The impact of dams

 Provide water to towns/cities  Settlements
 (Gauteng-Vaal Dam)/recreation  Ecosystems/biodiversity
 Crop irrigation  Climate change

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  Hydroelectric power – electricity  Water/environment quality
 Control/reduce floods  Flooding

The Impact of Dams

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Activity 1 – Use your Atlas an
answer the following
questions:
1.Name South Africa’s two
major rivers.
2. List the countries that share
South Africa’s three
trans-boundary rivers (rivers
that cross the borders of different
countries)
3. Name the 5 main dams in SA
4. Which is South Africa’s biggest
dam?
5. Name SAs largest fresh water
lake

106
 Grade 10 – Term 4
Week: ____ Date: ______ _____% Curriculum Coverage
Topic: Water Management in South Africa – Factors Influencing the availability of water in SA

Factors
a. Human Factors The land use practices The effect of human activities

 Population Growth  Built surfaces – roads and  Industry and mining activities create polluted
pavements – in towns and water supplies – Acid Mine Drainage (AMD) – acidic
 Increased demand of wood
cities reduce infiltration and water from mines.
 Urbanisation increase runoff.  Industrial pollution generates poisonous and
 Polluted city water requires hazardous chemicals increases salinity, nutrients and
 Untreated water waste
expensive treatment before re- sediments.
 Mining and factories use.  Agricultural water pollution (fertilizers and
 Dams, bridges, water transfer agro-chemicals)
 Pollution of water sources
schemes (Tugela-Vaal) and  eutrophication
 Agriculture canals alter the rate of flow and

 The water table quantity of water in our rivers.

b. Physical factors  Soil erosion results in silted
dams, which reduces dam
 Rainfall
capacity.
 Alien vegetation  Alien vegetation, which uses
more water than indigenous
 Climate change vegetation, reduces stream flow
by up to 10%.
Activity 2 1. There is an increased demand for water in South Africa, but
the supply of usable water is decreasing.
Discuss THREE human and physical factors
influencing the availability of water in South Africa.

107
 Grade 10 – Term 4
Week: Date: % Curriculum Coverage
Topic: Water Management in South Africa – Challenges of providing free basic water to rural and urban communities in
South Africa

Challenges facing water provision in SA Distribution of water in South Africa:

 The South African Constitution • Distributed water in South Africa is highly purified.
guarantees human rights to water. • Only 15% of city dwellers (3, 6 million people) have only a minimal water supply, or
 Free Basic Water FBW policy (2000) no formal water supply. 16% of South Africans (7, 7 million people) do not yet have
allows every household 6 000 liters adequate water supply.
of free water per month. • In 2005 there were still about 16 million people without basic sanitation
 Implementing FBW is time-
consuming and expensive.
 Rural communities are small and
spread out – difficult to reach.
 Urban areas are growing rapidly and
increased informal settlements strain
service delivery.
 Rapid urbanisation
has led to
sanitation
problems, with
sewage
contaminating
water supplies.
 Agricultural chemicals pollute rivers.

Where do we get our water from?

108
• Surface water: in the form of rivers and lakes
supplies most of the water that we use.
• Dams built across the rivers store the water
for use in the dry season.
• Many of South Africa’s biggest urban
concentrations are quite far from the major
rivers.
• Water must be pumped and piped great
distances to reach the urban areas.
• The water in some of our rivers is far
from pure: chemicals, from fertilizers,
mines and factories and other
impurities have seeped into the
groundwater and from there into the
rivers.

109
 Grade 10 – Term 4
Week: ______ Date: _______ ____ % Curriculum Coverage
Topic: Water Management in South Africa – Role of government – initiatives towards securing water– inter-basin transfers; building
dam

Water Transfer schemes THE ORANGE RIVER PROJECT THE LESOTHO HIGHLANDS
 Water from the Orange River at the Gariep WATER PROJECT
 Africa's largest water transfer
Dam goes through tunnels and canals to the
scheme.
Sundays River and then to the Fish River in
 Supplies water from Lesotho to
the Eastern Cape.
Gauteng from a system of large
 Provides water for irrigation and urban
dams and tunnels across
use in Port Elizabeth.
Lesotho and central South
 The Gariep and Vanderkloof Dams
Africa.
generate hydro- electric power.
 The water runs north from the
 Prevents flooding in the lower Orange River.
Katse Dam on the Orange
River into the Vaal River basin.
 The scheme provides hydro-
electrical power in Lesotho –
source of income.
 Number of planned phases still to
complete.
THE BERG RIVER SCHEME THE TUGELA-VAAL SCHEME
 Water is transferred from the  A pumped storage scheme
Theewaterskloof Dam on the Sonder end that supplies water from the
River to the Berg River (which has a new Tugela to the Vaal Dam.
dam). Water is pumped through the
Drakensberg mountain range.
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  Will capture high winter rainfall and store it  Supplies 11 million people,
irrigation, house-
for the dry summer months for Cape
holds, and industries in
Town's urban and industrial use.
Pretoria, Witwatersrand and
Vereeniging.

Activity 3
Refer the following extract and FIGURE of a Water Transfer scheme in South Africa
1. Explain the reasons for the
following statements: South Africa is fundamentally a semi – arid and water scarce country with a
mean annual rainfall of 490mm, which is half the world’s average, with only 9%
(a) South Africa may be short of
of that rainfall being converted to river runoff. Rainfall displays a distinct
water within the 10 to 2years
decreasing trend from east to west and is highly variable within and between
(b) Removing alien vegetation years with recurrent droughts. This result in highly variable river levels, dam
may improve water supply in places storage and groundwater storage over time. (DWAF 2008).
111
2. Give the name of the transfer
scheme shown in FIGURE 4.5.
3. Hydroelectricity is generated as
part of this scheme. Explain what
hydro-electricity is.
4. Which province in South Africa
does the Vaal Dam supply water to?

5. Give ONE reason why there is a

high demand for water in this
province.
6. Although building of dams has
drawn some negative impact, there
are positive effects of building of
dams. Explain THREE positive
impacts that can be associated with
building of dams.

Activity 4 THE GARIEP-ORANGE-FISH-SUNDAYS INTER BASIN TRANSFERS

1. Explain what is meant by
water transfer. A complicated canal and tunnel system takes water from the Gariep Dam to the Nelson Mandela
2. Mention ONE municipality Metropolitan area via the Fish and Sundays Rivers. This system transfers water from the Gariep-
and the province that benefits Orange river basin to the Fish and Sundays River basins. The extra water is used for irrigation in the
from this water transfer. rural areas as well as supplying the urban centres in the Nelson Mandela Metropolitan area.
3. Give TWO activities that
1. Water is piped from the Gariep Dam into the Great Fish River basin.
water is used for in this
2. A weir, Elands drift, diverts water from the Great Fish River into a canal and
municipality.
through a tunnel into the Little Fish River.
3. A pipeline pipes water into a canal and into Darlington Dam on the Sundays River.
4. Explain the way water is

112
 transferred from the Great A pipeline pipes water from the Sundays River to the Nelson Mandela Metropolitan area
Fish River basin to the
Sundays River basin.
5. There is an increased
demand for water in South
Africa, but the
supply of usable water is
decreasing.
6. Discuss THREE human
and physical factors
influencing the availability of
water in South Africa.

Grade 10 – Term 4
Week: ____ Date:_____ ____ % Curriculum Coverage
Topic: Water Management in South Africa – Role of municipalities – provision, water purification
Strategies towards sustainable use of water– role of government and individuals

113
 Role of municipalities in water There are three levels of water supply and sanitation.
purification and provision
 National Government (Department of Water Affairs) provides policies
that manage water resources, sanitation, plans for new dams, and
inter-basin transfer schemes (schemes which transfer water from high
supply drainage basins to high demand and supply water areas).
 Water Boards operate dams, offer retail services and run some waste-water
treatment plants.
 Fifteen water boards supply water to nearly half of South Africa's
population in 90 municipalities. (Examples: Rand Water, Umgeni Water).
 Municipalities buy water from Water Boards, purify it and sell it to customers,
sending out accounts. Some municipalities own their own dams. (Example: Rand
Water – One of the largest water utilities in the world. Its distribution network
includes 3 056 km of large-diameter pipeline, feeding 58 service reservoirs. It
supplies, on average, 3 653 million litres of water daily. Customers are mines,
industry, local and metropolitan municipalities.)

Sustainable use of water  Sustainable water use is using water resources in a way and at a
– what governments and rate that prevents the long-term loss of water.
individuals can do  Recycle water – purification or sewage treatment plants provide safe, quality water.
 Do not waste water – reduce use of water.
 Do not pollute – affects water supplies.
 Restore wetlands – they reduce erosion, encourage wildlife, store and purify water.
 Remove alien vegetation – high water consumption

114
115
116
Activity 5 FIGURE 4.6: DISTRIBUTION OF WATER
Refer to FIGURE 4.6 showing the volume of
water distributed to different industries in South
Africa in 2010 and answer the questions that
follow.

4.1 Identify the industry receiving the

smallest and the largest volume of water
respectively.
4.2 State the unit used to measure the
volume of water.
4.3 How much is the total volume of water
distributed in 2010?
4.4 Calculate the total volume of water
distributed for households and industry in
m3.
4.5 One of the individual strategies to
increase domestic water supply is grey water.
Briefly explain how to use this strategy of ‘grey
water’ to save water.
4.6 Discuss THREE sustainable
strategies to increase national water supply.
[Source: Adapted from Google]

117
Activity 6
1. What is water used for in FIGURE 3.6.
2. Provide TWO other examples of how rural
communities use their water resources
excluding the one illustrated in FIGURE 3.6.
.
3. Briefly explain how groundwater
contributes to the availability of water

in South Africa
4. In a paragraph of approximately EIGHT
lines suggest how individuals can
sustainably save water at home,
garden and in the community.

118
 Grade 10 – Term 4
Week:_____ Date: _____ _____% Curriculum Coverage
Topic: Floods – Causes, Characteristics and management of Floods
Definition of Floods
A flood occurs when a river has more water in it than the
river's channel can hold. The water then flows over the
banks of the river, onto the adjacent land areas

 Heavy rain over a short period of time or

 Gentle rain over longer periods
– All the water cannot drain away
– Rivers overflows their banks and areas that is usually dry
is covered by water
 High rainfall over a period of days can yield more
rainfall than rivers can carry. Excessively heavy rainfall
can result in flash floods that uproot trees, move
boulders, and destroy buildings. Human causes of flooding
 Snow melting – Rapid melting of 
Deforestation and poor farming
snow, in countries that have heavy
practices lead to increased soil
snowfalls, can cause floods.
erosion, reduced infiltration of water
 Relief – Flooding occurs in lowlands where rivers and increased surface runoff.
flow more slowly. 
Poor water management – Poorly constructed
 Coastal flooding – Occurs at low-lying dams that collapse easily lead to flooding. When
coastal areas when there are strong dam water is released too quickly, downstream
onshore winds with high tide. Storm areas are flooded.
surges of a tropical cyclone or hurricane, 
Debris – Floating debris like
or a tsunami also can cause coastal vegetation and ice in water can build
flooding. up at an obstruction, such as a
bridge, and block the flow of water,
leading to a river overflowing its
banks.

119
 
Population pressure and urbanisation – In cities,
certain building materials and substances are
impermeable – tar, concrete, and roofing
materials – leading to rapid surface runoff. This
increases the risk of a river overflowing its
banks. Furthermore, vegetation is removed in
cities

How people worsen the effects of floods Flood characteristics

• Floods cause the greatest number of weather-related
• Rapid urbanization in Africa has led to a shortage of land deaths and
and houses – more pressure on resources. large-scale damage.
• In many cities there are too many people living too close • A serious and costly natural disaster, floods damage roads,
together and without proper water and sewage facilities, farmlands, and structure. They change people's lives and
storm water drainage and roads. destroy businesses.
• Many informal settlements have developed on the • Floods often are followed by water-borne diseases such as
floodplains of urban rivers. Shacks are built very close to a cholera (especially when water purification systems are
river. destroyed) and malaria (mosquitoes breed in
• The lack of suitable sites, poor drainage, increased pools of water).
runoff and lack of strong building materials result in
hundreds of shacks being washed away when there
are floods.

Flooding also has positive effects Flood protection schemes

• The annual flooding of the Nile is beneficial and welcomed by • Build dams and reservoirs
the people. • Building ‘upstairs shelters’ as refuges in floods
• Fertile silt is deposited alongside the river in the Nile Delta. • Flood warning system
• However the Aswan Dam now regulates the flow of water in • Temporary measure e.g. sandbags
the Nile. The river now remains more constant throughout the • Build levees high banks at the side of rivers)
year. • Land use zoning so that less damage is done e.g. open
• The river is navigable and more water is available for irrigation spaces next to the river
throughout the year. • Plant trees
• With less silt being deposited, fertilisers have to be used and • Dredge and straighten rivers
the delta is retreating. • Provide National Insurance
• Evacuate people from flood prone areas
120
 • Widen rivers
• Do nothing and bear the costs

Flood hydrographs represent the flow of water in a stream

after rainfall.

A flood hydrograph, also called a storm hydrograph, represents a

stream or river's response to a rainfall event. The hydrograph
shows this response in terms of the flow rate. On a normally-
shaped hydrograph, the graph line rises quickly to a peak
discharge rate, then gradually falls back down to the normal flow
rate of the stream. The x axis of a hydrograph shows the time in
days or hours, and the y axis shows the flow rate, usually in cubic
feet per second. Many hydrographs include a hyetograph, a graph
of the rainfall intensity over time.

Activity 7 Flood risk management

FLOODING Assessing the risk of flooding and then taking measures to reduce
Flooding is unavoidable during Cape Town’s wet winter, the threat of flooding. Measures include:
especially in low-lying areas. Most of Cape Town’s 3,2 million •Construction of flood defenses.
residents live in on the Cape Flats, which is prone to flooding •Creation of flood warning systems.
because of its flat ground and high water table. In 2014, •Development of policies that reduce development in
thousands of staff members from several City of Cape Town flood areas.
departments joined forces to co-ordinate and implement a Flood management in rural areas
thorough management plan to reduce the risk of flooding that Execute a flood early warning system that:
does occur during winter storms. The city will take corrective •Forecasts the flood risk (water resource experts meet to plan).
action during flooding. Apart from this, it will also take more •Detects and monitors flooding.
proactive measures. The City has set aside R18,4 million of its •Issues flood warnings.

121
 Solid Waste budget for cleaning storm water systems so as to •Team assesses flood situation to analyse information and assess.
minimize blockages.

MANAGING FLOODS IN URBAN AREAS

•No development on floodplains.
•Ensure enough storm water drains that are clear of
litter/vegetation.
•Establish greenbelts to promote infiltration and reduce
runoff.
•Maintain wetlands to absorb extra water and reduce its
speed of flow.
•Warn residents of flood occurrences.
•Secure food and shelter availability for flood victims.

Refer to FIGURE 3.5 illustrating an extract with a photo of FLOOD MANAGEMENT IN INFORMAL SETTLEMENTS
flooding in Cape Town and answer the questions that •High-risk flood areas (low-lying).
follow. •Forecasting the flood risk.
•Detect and monitor flooding.
•Issue flood warnings.
1. Define the term flooding.
•Providing alternative accommodation for flood victims.
2. List TWO natural causes of floods.
•Create awareness of the risk of flooding.
3. Suggest a reason why the Cape Flats is at a high risk of
floods.
4. Explain TWO negative effects of floods on the
environment for the people of Cape Town.
5. Suggest THREE strategies that can be implemented
(used) to reduce flooding in this area.

122
Activity 8
MOZAMBIQUE REQUESTS AID FROM SOUTH AFRICA
High rainfall filled up rivers and marshes and a large area was flooded. The consequences of the disaster were so extensive that the
army was summoned to evacuate people in some of the affected areas.
A cry of distress from the Mozambican government was issued to South Africa to come and lend a hand. Captain Jaco Theunissen
confirmed that the Mocuba area was the worst hit by flooding. The poor road junctions and low water bridges were flashed away which
made the area unreachable. This made it necessary to deploy two Oryx-helicopters, a Hercules C-130 freight airplane and medical
staff from the SA Military Health Services to help relieve the distress experienced by the people in this area.

Approximately more than 8 000 people were left homeless after extensive flooding. People living in the informal settlement were
affected the most as their building structures can’t withstand such weather phenomena.

Read the extract in FIGURE 4.6 carefully before you answer the questions that follow.
1. Name the country affected by flooding in the extract.

2. Which country was called upon to assist the affectedcountry?

3. Mention the organisation that was deployed to the flooded area to provide relief to people
.
4. Explain why the houses illustrated in FIGURE 4.6 are referred to as ‘informal’
5. Provide TWO examples of poor infrastructure that led to inaccessibility in the area affected by flooding.
6. Suggest THREE strategies to reduce the impact of flooding in the informal settlement
.

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