Course Guide
AS A2
OCR
Geography
Geography
AS
Jane Dove | Paul Guinness | Chris Martin | Garrett Nagle | David Payne | Michael Witherick
CD-ROM INSIDE
Official Publisher Partnership
Geography
Jane Dove | Paul Guinness | Chris Martin | Garrett Nagle | Michael Witherick
CD-ROM INSIDE
Official Publisher Partnership
Official Publisher Partnership
Exciting resources developed in partnership
with OCR to support its new specification
Heinemann has been working in partnership with OCR to produce an
exciting suite of resources tailored to the new OCR GCE Geography
specification.
Written by experienced examiners, Heinemann’s brand new resources
provide you with tailored support for teaching the new specification.
Comprehensive support for all units at both AS and A2, and
motivating exam preparation in our unique Exam Café, will give your
students every chance of exam success.
Course Structure
Geography
AS
Jane Dove | Paul Guinness | Chris Martin | Garrett Nagle | David Payne | Michael Witherick
AS
Official Publisher Partnership
AS Student Book
with Exam Café
CD-ROM
Geography
Jane Dove | Paul Guinness | Chris Martin | Garrett Nagle | Michael Witherick
A2
AS
Planning and Delivery Resource
Geography
CD-ROM INSIDE
CD-ROM INSIDE
AS
Paul Guinness
Chris Martin
Garrett Nagle
David Payne
Official Publisher Partnership
AS Planning and
Delivery Resource
and Teacher
CD-ROM
Geography
A2
Planning and Delivery Resource
Geography
CD-ROM INSIDE
Official Publisher Partnership
A2 Student Book
with Exam Café
CD-ROM
2
Geography
CD-ROM INSIDE
Official Publisher Partnership
A2 Planning and
Delivery Resource
and Teacher
CD-ROM
What can you expect from Heinemann’s
OCR AS and A2 Geography?
●
Resources that provide tailored support for your
teaching of the new specification.
●
A course that offers comprehensive support for both AS
and A2 so that you have support for all options.
●
Accessible, engaging student resources that will really
get your students thinking and help them all achieve
their potential.
●
A motivating way to prepare for exams with our unique
Exam Café CD-ROM which is free in the back of every
stundent book.
●
Comprehensive teacher support that complements
OCR’s own teacher materials to help you make the
most of valuable preparation time.
●
As well as the Exam Café, the free student CD-ROM
contains an electronic copy of the student book,
additional case study materials and stretch and
challenge activities.
Authors
Our author team has been specially selected because of their
expertise and experience as examiners and practising teachers.
They are dedicated to providing you with a course that meets
your needs in the classroom.
Jane Dove
Paul Guinness
Chris Martin
Garrett Nagle
David Payne
Michael Witherick
3
Student Books
We listen to teachers’ needs...
Our student resources offer in-depth coverage of the new specification with
topical and relevant case study material to help place knowledge and concepts
into real-world contexts. Each unit begins with the key questions for investigation
and a thought-provoking statement or question to get the student thinking.
A variety of activities throughout help to consolidate understanding of key
concepts and development of core geographical skills.
Chapter 4
Hot and semi-arid
environments
Key questions, as outlined in
the specification, that will be
addressed throughout the unit.
Questions for investigation
What processes and factors give
hot arid and semi-arid environments
their distinctive characteristics?
Why are hot arid and semi-arid
environments considered to be
‘fragile’?
What are the issues associated with
the development of hot arid and
semi-arid environments?
How can hot arid and semi-arid
environments be managed to ensure
sustainability?
Consider this
2
Thought-provoking
question or statement to
start students thinking
about the topic.
4
More than a third of the Earth’s land surface is desert.
Sand dunes only cover about one-quarter of the world’s deserts.
Most deserts consist of either bare rock or stone covered plains.
Sample pages from OCR AS Geography Student Book
Geography
AS
Jane Dove | Paul Guinness | Chris Martin | Garrett Nagle | David Payne | Michael Witherick
Topical case studies
help students place
theory into context.
CD-ROM INSIDE
Official Publisher Partnership
Case study The Sonoran Desert ecosystem
U1
4
Hot and Semi Arid Environments
Phreatophytes like the mesquite bush grow beside streams
and on the edges of saltpans. Halophytes such as inkweed,
salt-grass and pickleweed occupy saline soils on salt flats. Where water reaches
the surface, such as along the San Andean fault, grooves of Californian Fan palm
grow. Their very large leaves indicate water supply is plentiful and there is no
need to conserve supplies.
Case Study: The Sonoran Desert Ecosystem
The Sonoran Desert extends over southern California,
southern Arizona and northern Mexico. Its biseasonal
rainfall encourages succulents as the Saguaro cactus, which
you are probably familiar with from films about the Wild
West (see figure 3). It can reach 15m in height and grows
on well drained slopes and lives for up to 175 years! It has
an accordion-like stem which expands and fills with water
during the winter wet season. Its ribbed stem reduces wind
currents which otherwise would lead to high evaporation
losses. Shallow roots catch water which falls during storms
before it evaporates, or is lost down through the soil.
Stomata are sunk into the stem. Many other types of
succulent, such as the barrel, hedgehog and prickly pear
cacti have similar mechanisms to the Saguaro to combat
the effects of drought. The cholla cactus is covered with
dense spines which help to reflect solar rays. A common
drought-enduring small tree growing on the upper slopes is
the paloverde. This loses its leaves in the dry season while
its green bark enables it to carry out photosynthesis. Lower,
gentle slopes are often covered with creosote bushes. These
have small, dark resinous leaves to reduce transpiration.
The spacing of the plants is controlled by water availability,
i.e. they are spaced further apart where water is scarce
so that their roots do not compete too readily for the
meager supplies. Ephemerals like the brown-eyed primrose
commonly grow among the creosote bushes.
Figure 3 Saguaro cactus
Soils in the Sonoran desert are thin, relatively infertile and alkaline. Seasonal
rains leach soluble salts down through the soil which are then drawn up again
under high evaporation in the dry season. Flash flooding can compact soil
creating impermeable surfaces. Salt flats in the Salton Trough are covered with
thick crusts of sodium chloride. gypsum and carbonate.
Questions
Each arid and semi-arid environment contains assemblages of plants and animals which match the
regional climate. Use the information contained in this section and the case study of the Sonoran
Desert together with web searches to complete the following activities.
1 Find images of some of the plants found in the Sonoran desert and add labels to show their
climatic adaptations.
2 Find out about animals living in the Sonoran and the ways in which they are adapted to drought.
Good examples to choose are: the gila monster (terrifying!), a rattlesnake and a kangaroo rat.
3 Bring your ideas together in a spider diagram which summarises plant and animal adaptations to
living in the Sonoran Desert.
7
Sample pages from OCR AS Geography Student Book
5
Student Books
Engaging text written at just
the right level for AS students
by experienced examiners.
Key terms
Impact of climate on
ecosystems
U1
AS Geography for OCR
2
4
Harsh climatic conditions make life difficult for animals
and plants living in hot arid and semi-arid ecosystems.
During the day temperatures can soar to 50 degrees
centigrade in the shade and solar radiation is intense.
At night temperatures can plunge by 15 to 20 degrees
and may dip below freezing. Low, unreliable rainfall and
high rates of evaporation mean that plants and animals
have to endure periods of drought. Strong winds and
shifting sands create unstable surfaces which make it
difficult for vegetation to become established. Soils are
thin and infertile because lack of precipitation limits
chemical weathering processes. High evaporation
from rain, runoff and groundwater makes soils saline.
Hard, salty crusts impede root growth. Without
vegetation little organic matter is created which would
normally decompose to release plant nutrients. High
temperatures and low moisture also slow biological
activity which would break down organic matter. Lack of
vegetation exposes the soil to wind and water erosion.
◆ Ephemerals escape drought by remaining as seeds
until rain falls when they germinate, flower and
seed within a matter of weeks. Species are small
and have shallow roots. When ephemerals flower,
they transform the desert into wonderful displays of
colour and blooms.
◆ Succulents, such as cacti, cope with drought by
storing water in their fleshy leaves or stems (see
figure 1). They collect water during seasonal rains
and draw upon it during dry periods. To reduce
transpiration they close their stomata during the
day and open them at night when it is cooler.
Stomata are sunk into grooves or recesses on leaf
and stem surfaces. Many also have thickened, waxy
leaves or cuticles which act like waterproofing
to reduce water loss. Plants such as these with
adaptive mechanisms to survive drought are called
xerophytes. Remarkably many succulents also have
a CAM metabolism which allows them to carry
out photosynthesis when their stomata are closed
during the day.
Xerophyte: plants living in dry areas which have special
mechanisms to survive drought such as swollen stems,
thick cuticles, sunken and sometimes closed stomata,
small leaves and spines. They include cacti and shrubs
such as the creosote bush.
Cuticle: waxy layer covering the outer plant wall
designed to reduce water loss.
CAM (crassulacean acid metabolism): a process by
which carbon dioxide taken in at night is stored in the
form of malic acid until the day when photosynthesis
can occur without the plant opening its stomata.
◆ Phreatophytes obtain their water from long roots
which extend to groundwater below the watertable. An example is the mesquite bush which
grows beside streams and on the edges of salt
pans.
Harsh climatic conditio
Many plants have evol
themselves from overg
some plants, such as th
toxic substances to de
nearby. Some plants ta
from others, i.e. they a
Orobanca which depe
growing in sand dunes
large distances, seed d
problem some plants h
dispersal mechanisms
attach themselves to th
Different hot arid and
types of vegetation. T
dominated by spinafe
trees. The Namib Des
a curious plant called
large, strap-like leaves
Outline three ways in p
water in a desert ecosy
◆ Many shrubs and trees have small leaves and
Ecosystems: groups of organisms (plants, animals
and bacteria) which interact with one other and the
environment so that material is exchanged between the
living and non-living (air, soil, water) parts of the system.
spines to reduce transpiration losses. Some plants
loose their leaves in the dry season, but continue
to photosynthesise on their green stems. Stomata
are often more numerous on the underside of the
leaf. Acacia trees in semi-arid areas have spreading
canopies to reduce evaporation from the ground
surface. Grasses in semi-arid areas are narrow to
reduce transpiration and leaves die off in the dry
season.
Plant adaptations to climate
Combating drought
Harsh conditions mean that plants, particularly those
in hot arid areas, are sparse and small in size. Variation
in temperature, rainfall, relief, geology and soils
can nevertheless lead to wide differences in species
diversity. In the Atacama, vegetation is quite rare,
whereas in the Sonoran desert it is quite diverse. There
are a number of ways in which the vegetation in hot
arid and semi-arid areas combat drought.
◆ High evaporation can create salt pans. Plants
growing in these saline soils are called halophytes.
Many of these plants are similar in appearance
to plants growing on our own salt marshes. Many
are succulents and excrete salt when conditions
become too saline.
Key terms
Halophyte: plants adapted to growing in saline
conditions such as salt marshes and salt pans.
Key term
Figure 1 Cacti’s cope with drought by storing
water in their fleshy leaves
4
Sample pages from OCR AS Geography Student Book
Key geographical terms
are pulled out of the
text and explained fully.
6
Other reasons f
Key term
Phreatophytes: plants living in dry areas which have
roots systems to groundwater supplies.
Key term
Ephemerals: plants with a short life cycle which flower
after rain and then seed and die.
Transpiration: loss of water vapour to the atmosphere
mainly via plant stomata.
Animal adap
Figure 2 shows examp
hot arid and semi-arid
and light in colour. Som
can find water, e.g. ga
the heat of the day, so
mole, are nocturnal or
snakes seek shade in t
(estivation). Many anim
often as fat and may c
water loss. Desert foxe
close to the surface to
such as the gila monst
reduce moisture loss.
change skin colour to
have long legs to keep
sand. The sidewinder
reduce contact with th
mechanisms which en
bodies. The tenebroni
Desert position thems
collects on their backs
Many desert birds are
moisture from the anim
Activities to help
students check their
understanding.
Activities that provide
opportunities for discussion.
Other reasons for adaptation
Camels store food as fat in their hump.
They have a large water capacity, and
their thick lips and mouth enable them
to eat thorny plants. Their long eyelashes
protect their eyes in sand storms and they
have padded feet to enable them to walk
in hot, shifting sands. The Bactrian camel
(with two humps) lives in central Asia, while
the dromedary (one hump) is found in the
Middle East and Africa. The Bactrian is
shorter and more hairy than the dromedary
to enable it to withstand cold winter
temperatures.
Harsh climatic conditions make food supply scarce.
Many plants have evolved spines and thorns to protect
themselves from overgrazing. Water scarcity encourages
some plants, such as the creosote bush, to give off
toxic substances to deter other plants from growing
nearby. Some plants take water and nutrients directly
from others, i.e. they are parasitic. One example is
Orobanca which depends on small succulent bushes
growing in sand dunes. With few species scattered over
large distances, seed dispersal is difficult. To solve this
problem some plants have specially-designed wind
dispersal mechanisms or seeds with hooks which can
attach themselves to the coats of passing animals.
Different hot arid and semi-arid areas contain different
types of vegetation. The Australian deserts are
dominated by spinafex grass, eucalyptus and acacia
trees. The Namib Desert has euphorbia succulents and
a curious plant called the welwitschia which has two
large, strap-like leaves onto which fog condenses.
Figure 2 Animals found in hot, arid and semi-arid areas.
Activity
2
4
Animal adaptations
Figure 2 shows examples of animals typically found in
hot arid and semi-arid areas. Many tend to be small
and light in colour. Some are highly mobile so they
can find water, e.g. gazelle and kangaroo. To avoid
the heat of the day, some animals, such as the golden
mole, are nocturnal or live in burrows. Lizards and
snakes seek shade in the heat of the day under rocks
(estivation). Many animals store water in their tissues
often as fat and may concentrate their urine to reduce
water loss. Desert foxes have large ears with veins
close to the surface to increase heat loss. Reptiles
such as the gila monster and insects have hard skins to
reduce moisture loss. Some snakes and chameleons
change skin colour to reflect more heat. Many insects
have long legs to keep their bodies away from the hot
sand. The sidewinder snake moves in such as way to
reduce contact with the ground. Some insects have
mechanisms which enable fog to condense on their
bodies. The tenebronid beetles living in the Namib
Desert position themselves head down so that fog
collects on their backs and drips into their mouths.
Many desert birds are carnivores and rely partly on the
moisture from the animals and insects they kill.
5
U1
Describe three ways in which animals are adapted to save
or store water in a desert ecosystem.
4
AS Geography for OCR
U1
Hot and Semi Arid Environments
Activity
Outline three ways in plants are adapted to save or store
water in a desert ecosystem.
Opportunities for
students to stretch
their understanding.
Discussion point
‘Hot arid and Semi-arid environments are fragile.’
Discuss in groups.
Take it further
1 Inspect house cacti and other drought resistant
species seen increasingly in gardens and parks to
identify features adapted to drought.
2 Some species have amazing adaptations – find out
about Lithos plants (which look like stones) and The
Rose of Jericho.
3 In what ways is the vegetation of a semi-arid
Kalahari different from that of a hot arid area? Is
there just more vegetation, or are the adaptations
to the climate different?
Knowledge check
1 What are the characteristics of a hot desert climate?
2 Using examples, describe two ways in which plants
adapt to survive in hot desert climates.
3 For one desert landform created by wind erosion:
a describe its shape and size
b explain how it has been formed.
4 Explain how human activity is leading to the
movement of desert boundaries.
6
Checks that students
have taken on board all
the concepts and can
use them synoptically.
7
In our unique Exam Café, students will find plenty of support to help them
prepare for their exams. They can Relax, because there’s handy revision
advice from fellow students, Refresh their memories with summaries of
the key ideas and Get That Result by practising exam-style questions,
accompanied by hints and tips on how to give good answers.
As well as Exam Café sections within the Student Books, a free Exam Café
CD-ROM is included with every Student Book.
Students share handy revision tips
and experiences to help others feel
supported in their new course.
Exam Café
Get the result !
Relax, Refresh, Result!
Relax and prepare
What I wish I had known at the start of the
year…
Linda
Get a set of index cards from a stationer and
summarise. When you have a number of topics,
pair up with a friend and test each other or get
your parents involved – then they can really see
you are working!
Sample answers
How to answer the extended sections of non-essay questions;
Anya
I use memory pegs (usually called mnemonics)
to revise my work. These reduce revision down to
just a few words that help me recall my notes in
the examination. They are ideal for lists or to help
remember connections. Some people choose a key
word and make the letters stand for something. I prefer
to pick out key words and use their first letters to spell
something – usually rude or having some meaning to
me. For example I use SPA MIST to list human activities/
land uses:
Settlement,
ettlement, Power, Agriculture, Mining, Industry,
Services,
ervices, Transport.
Exam question
With reference to one or more named example(s), explain how coastal areas are protected from
coastal processes.
High scoring student answer:
Examiner says:
A well chosen example of
coastal defence measures
Refresh your memory
Revision checklist
Processes and factors responsible for fluvial processes and landforms
Physical
Climate – precipitation type/volume, evaporation, temperature
Examiner says:
Geographical terminology
is used accurately
Barton on sea in Hampshire, an area of rapid erosion, was
protected by the management of clif� fo�t proces�es and clif�
face proces�es. At the base of the clay clif�s wo�den piles were
sunk and large limestone boulders were placed behind to absorb
wave energy – hard engine�ring, and groynes built to col�ect
material from long shore drift to bet�er absorb wave energy –
soft engine�ring. The clif� face was drained, interlocking ste�l
she�t piles were used to reduce mas� movement and the face
gras�ed over to help bind the material together and reduce
weathering.
Examiner says:
Shows a clear
understanding of how
coastal defence measures
work in relation to the
prevailing process
Relief – slope, altitude, base level
Rock type – geology, structure, beds, porosity, tilt of rocks
Vegetation – type and % cover
Human
Water supply – abstraction
Examiner’s tips
Channel work – dams, embankments, straightening, widening,
dredging, flood prevention, meander management
It would be particularly effective to
also examine the management of
other coastal processes e.g. excess
tourism on dune complexes or other
solutions such as planned retreat.
Drainage – soils, from industry, roads
Agriculture – crops, deforestation, irrigation, drainage
Urbanisation – impervious surfaces, channel controls
Transport – canalisation, bridges, weirs
Time
Feature development
Climatic change
Tectonic changes
4
Exam Café
Exam Café
Sample page from OCR AS Geography Student Book
A revision checklist
reminds students of the
key concepts and topics
they need to revise.
8
Detailed feedback from
the examiner helps
students to see what
makes a strong answer.
5
Screenshot from AS Geography
for OCR CD-ROM
The Exam Café CD-ROM provides a wealth of interactive exam
preparation material, interactive multiple-choice questions, exam-style
questions with model answers, and examiner feedback.
“A really great and original way of encouraging
students to revise and study for exams.”
Marie-Lise Tassoni, Student, Bexhill College.
“Three stages is a great idea – something you can work through.”
Sophie Wilson, Student, Headington School
“I think it’s an extremely positive idea to make students
see their potential.”
Sophie East, 18, Oxford
9
Planning and Delivery Resources
and Teacher CD-ROM
Help bring Geography to life in the classroom with the exciting Planning
and Delivery Resources. Complementing OCR’s Schemes of Work, the
resources include a wide range of print and electronic teaching resources to
help you deliver the new specification including:
●
teacher notes, plus photocopiable and customisable worksheets, and
sample lesson plans to save you preparation time
●
whiteboard versions of the Student Book pages that can be annotated
to help you teach key points
●
photographs, diagrams and web links to help you prepare engaging
and motivating lessons.
Chapter overview gives a brief
description of the purpose, aims
and objectives of the chapter.
Teacher notes provide suggestions
for incorporating activities into
your teaching and links to relevant
pages in the Student Book.
10
Teacher Notes from OCR AS Geography
Planning and Delivery Resource
(Specimen subject to OCR Quality Assurance Review)
Worksheets for the student help
consolidate understanding of
the topic.
Worksheets from OCR AS Geography
Planning and Delivery Resource
(Specimen subject to OCR Quality Assurance Review)
Extension activities stretch
the more able students and
encourage further research.
11
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Geogra
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Geography
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Witherick
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Evaluation Packs
Each OCR Geography Evaluation Pack contains:
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Student Book and CD-ROM
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Free sample material from the Planning and Delivery Resource File and CD-ROM.
OCR AS Geography Evaluation Pack
978 0 435357 60 3 | £24.99* |
Spring 2008
OCR A2 Geography Evaluation Pack
978 0 435357 61 0
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Autumn 2008
Course components
OCR AS Geography Student Book and CD-ROM
978 0 435357 53 5 | £24.99* |
Spring 2008
OCR A2 Geography Student Book and CD-ROM
978 0 435357 62 7 | £24.99* |
Autumn 2008
AS Planning and Delivery Resource File and CD-ROM
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