Year 10
Geography Homework
Tasks
Name:
Geography Teacher:
Information for students and parents:

Throughout the year your Geography Teacher will set a number of pieces of
homework from this booklet.

If you lose this booklet then you can find a pdf version on the Geography Curriculum
webpage at www.waltonhigh.org.uk/geography.

A piece of Geography homework will be set every week and this should take you
45 minutes to complete.

Once you have completed your homework, you should check that you have included
everything from the right-hand column because these are the things that your
Geography Teacher will be looking for as they mark your work.
Geography Department
FEEDBACK
Task:
1
Read and act on the
comments/feedback written in your
exercise book.
Student must tick once this
piece of feedback has been
acted upon [ ]
For your work to be successful you must:

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
Read all of the comments written by your Teacher in
your exercise book. Tick each comment to show that
you have read it.
Wherever there is a question or feedback stamp
(like the one opposite) you need to complete the
activity set and then tick the box.
Ask a parent/guardian to sign your exercise book to
show that they have seen your work.
AUTUMN TERM - Topic 4: The Restless Earth
Task:
For your work to be successful you must:
2
Create a mnemonic to help you
remember the order of the layers of
the earth.
Make sure it is catchy and easy to remember.
For example: Richard Of York Gave Battle In Vain to
remember the colours of the rainbow in the correct order or
HOMES for the North American Great Lakes (Huron,
Ontario, Michigan, Erie, and Superior).
3
Complete the worksheet which
summarises the differences between
constructive, destructive and
conservative plate margins.
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Summarise the differences in a concise way.
Use examples of actual tectonic plates.
Insert the letters in the correct place on the sheet.
Colour the diagram.
Students aiming for an A*, A or B grade should also:
 Using your knowledge of convection currents, explain
why volcanoes happen at destructive and
constructive margins.
4
Make a fact-file of the four key areas
of fold mountains in the World (Alps,
Himalayas, Andes and Rockies).
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Describe where these fold mountains are in the
World (perhaps include a map).
Name the continent/countries they are in and the
tectonic plates that they sit on.
Name some of the major mountains that form part
of these chains of fold mountains.
Describe some of the ways humans use these fold
mountain areas (e.g. tourism, HEP, farming, etc).
Students aiming for an A*, A or B grade should also:
 Give 2 social, 2 economic and 2 environmental
impacts of humans using fold mountains.
 Remember impacts can be both positive and negative.
5
Exam question:

"With the aid of a diagram(s),
explain the formation of young
fold mountains".

6 marks
Draw a series of diagrams to show how the
mountains develop over time.
Add labels and annotations to your diagrams to
describe and explain the process.
Students aiming for an A*, A or B grade should also:
 Check that you have used the following key terms in
your answer: sediment, continental, geosyncline,
anticline and syncline.
6
Responses to the Montserrat Volcanic Eruption.

You are going to make a revision sorting game. This will be
useful when preparing for exams.
You will need an envelope and 10 small pieces of card that will
fit inside it.
1 - Scientists monitored the volcano and set up warning
systems via radio, loudhailer and sirens.
2 - The UK government sent £17 million of emergency aid,
including temporary buildings and water purification systems.
3 - Charities like the Red Cross set up temporary schools.
4 - People evacuated to the north of the island, and then to
other countries. By November 1997 the population had fallen
to 3,500.
5 - The USA sent troops for the evacuation.
6 - Charities sent emergency food for farm animals.
7 - People moved back. By 2005 the population was over
8,000.
8 - The UK government funded a 3 year redevelopment
programme for houses, schools, medical services,
infrastructure, and agriculture.
9 - Many of the evacuees are forced to live in makeshift
shelters with inadequate sanitation; there were few schools
and no proper hospital, and living conditions are very poor.
10 - The country’s tourist industry stopped with the closure
of the airport, and other industries suffered with restricted
port activities.
7
Exam question:

"Describe some of the primary and
secondary effects of the Montserrat
volcanic eruption".
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8 marks
8
9
You are a news team that has just
heard of significant volcanic activity
going on at Yellowstone National Park.
You are going ‘on air’ just before the
eruption starts and need to let the
world know what will happen.
Earthquake exam questions:
1. Using examples of earthquakes that
you have studied, explain why some
cause more deaths than others.
2. What do you think the outcome
would be if a powerful earthquake was
to strike Milton Keynes? Explain.
Glue the envelope (on the
side that you would normally
write the address) and stick
it into your exercise book.
Then write the following
onto your envelope:
All of the cards in this
envelope are responses to
the volcanic eruption in
Montserrat in 1997.
You need to sort these into
the following two categories:
- Immediate responses
- Long-term responses

Write the responses neatly
onto your 10 cards and place
these inside the envelope and
seal it up.
Students aiming for an A*, A or B
grade should also:
 Do some research and add a
few more responses of your
own.
Include the year that the volcanic eruption
happened.
Write at least half a page.
Clearly separate the primary and secondary effects.
Students aiming for an A*, A or B grade should also:
 Check that you have included social, economic and
environmental effects in your answer.


Finish planning your 2-3 minute news report. You will
all be reporting to the class.
Remember to include causes, possible effects and
how people need to respond to the eruption.
Students aiming for an A*, A or B grade should also:
 How could you make your presentation more
engaging? Perhaps you could interview a
volcanologist? Or speak to an eyewitness?


In question 1, refer to at least 2 examples of
earthquakes (one in a rich area/country and a
contrasting example in a poorer area/country).
These should be named, dated and you should refer
to specific effects.
Fully develop your answer in relation to Milton
Keynes for question 2.
10
Complete the earthquake scattergraph
and then comment on whether there is
a relationship between the magnitude
of the earthquake and the number of
deaths. Give reasons for your
findings.


Plot all of the earthquakes neatly onto the axes and
include a small number next to each so the
earthquake can be identified.
Describe the pattern (or not) that you have
uncovered and suggest reasons why this pattern does
(or doesn't exist).
Students aiming for an A*, A or B grade should also:
 Include at least one more factor that may influence
the number of people affected by an earthquake.
11
Exam question:

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1. With the help of the diagram above, suggest why earthquakes
occur in the United States (4 marks).
2. Using examples from an area you have studied, describe the
damaging effects of an earthquake (6 marks).
12
Complete a newspaper article about
the Kobe earthquake in 1995.

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Answer both questions
fully in your exercise
book.
Include the processes
operating in question 1.
Refer to at least 2
examples of earthquakes
in question two. These
should be named, dated
and make reference to
specific effects.
Students aiming for an A*, A or B
grade should also:
 Categorise your effects
into social, economic and
environmental.
Include a headline to capture the reader's attention.
A short introductory paragraph to the story.
A location map and/or description of the location.
Some images either hand drawn or printed.
A range of effects and responses to the event.
Students aiming for an A*, A or B grade should also use:
 At least one example of direct speech where you
quote a person involved (either a resident, a member
of the emergency services, etc).
 At least one example of reported speech where you
paraphrase someone’s comments about the
earthquake.
13
Define the following key terms:
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Earthquake
Epicentre
Focus
Richter Scale
Primary effect
Secondary effect
Seismometer
Aftershock
Tectonic plate
Magma
Lava


Create a glossary which gives a clear meaning of each
word. These should not be cut-and-pasted from the
Internet without any thought.
Learn the spellings and meanings of the words in
preparation for a spelling and definition test.
Students aiming for an A*, A or B grade should also:
 Add 5 other key terms of your own that you have
learnt during the topic.
14
Complete the earthquake proofing
sheet.



Read the whole extract.
Create a summary table in your book of the key
features of an earthquake proof building.
Explain how the features work (in detail).
Students aiming for an A*, A or B grade should also:
 Rank the features in order of how effective they
are at earthquake proofing. Justify your order.
15
Exam question:
"Use a case study to describe the
responses to a tsunami".
8 marks
16


Focus on the Asian Tsunami (2004).
Include facts and figures to support your points.
Students aiming for an A*, A or B grade should also:
 Categorise your responses into short term and long
term.
Revise for your next Common Assessment (CAP 2A) – The Restless
Earth - Part 1
1. State two differences between oceanic and continental crust.
2. Draw a simple sketch of the following plate boundaries and then label
them with the names of the plates and some of the key features:
a) a destructive plate margin
b) a constructive plate margin
c) a conservative plate margin
3. Describe the stages in the formation of fold mountains
4. Give 4 ways in which humans use the Alps.
5. Give 3 differences between a shield and composite volcano. Also
name an example of each.
6. Distinguish between a primary and secondary effect.
7. State 2 primary effects, 2 secondary effects, 2 short-term and 2
long-term responses of the Montserrat volcanic eruption in 1997.
8. Describe two methods that can be used to monitor volcanoes.
17
Revise for your next Common Assessment (CAP 2A) – The Restless
Earth - Part 2
9. What is a supervolcano?
10. Give 3 effects that an eruption of the Yellowstone supervolcano
may have on the USA and 2 that it might have on the UK.
11. Explain the difference between the Richter and Mercalli Scales.
12. Compare the primary and secondary effects of the earthquakes in
Kobe (1995) and Sichuan (2008).
13. Explain how a poorer country might respond differently to a poorer
one when an earthquake strikes.
14. Explain, with examples the ways that humans can reduce the
effects of an earthquake.
15. Describe 5 ways in which the Boxing Day 2004 tsunami affected
the countries it hit.
16. Explain how international governments and charities responded to
the tsunami.
18
Create a summary sheet for ‘The
Restless Earth’ to use as a revision
guide.
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Copy the questions
into your book (one
at a time) and
answer each one
fully.
Look back in your
exercise book to
help you write
comprehensive
answers.
Speak to a
Geography Teacher
if there is anything
that you don't
understand.
Copy the questions
into your book (one
at a time) and
answer each one.
Look back in your
exercise book to
help you write
comprehensive
answers.
Speak to a
Geography Teacher
if there is anything
that you don't
understand.
Produce at least one side of A4.
Pick out the key aspects of the topic and present in
a way that you will remember them.
Suggestions for presentation: mind map, diagrams,
images, bullet points, colour coding.
SPRING TERM - Mock Controlled Assessment
Task:
19
Research tourism in the Lake District
using the following website:
http://www.lakedistrict.gov.uk/
Research:
 Give full details of 5 things you
can do as a tourist in Coniston
 The details of 5 different types
of accommodation in Coniston
20
For your work to be successful you must:

Present your research in your own words in your
exercise book.
Students aiming for an A*, A or B grade should also:
 Research another honeypot site within the Lake
District and compare this area with Coniston.
Log on to the Digimap for Schools website:
http://digimapforschools.edina.ac.uk/login.html
Username: mk77wh
Password: (ask your Geography Teacher and write
it in: _________ )
As an alternative you will also find some good maps
on the following website:
http://www.lakedistrict.gov.uk/
21
Research the 'Countryside Code'.

You might find the following website a
useful starting point:

http://www.naturalengland.org.uk/our
work/enjoying/countrysidecode/defaul
t.aspx


Print 3 maps and bring them to the
lesson when the homework is due
showing:

the location of the Lake District within
the British Isles.
the location of Coniston within the Lake
District.
the built up area of Coniston.


Present the key points of the code visually as a
poster.
Ensure that the purpose of the countryside code is
made clear.
The poster should include a maximum of 20 words.
Students aiming for an A*, A or B grade should also:
 Think of at least 3 other examples of how the
countryside could be managed.
SPRING TERM - Year 10 Exam Revision
Task:
22
For your work to be successful you must:
Year 10 Exam Revision - Part 1

Focus on Water on the Land from Year
9.


23
Year 10 Exam Revision - Part 2

Focus on The Restless Earth from Year
10.


Find your Year 9 Geography book and read through
all of your notes.
Produce an A3 spider diagram/mind map covering all
parts of the topic. This should be done on a double
page in your exercise book.
Include sketches, diagrams, keywords, case study
examples, colour, etc.
Use your Year 10 Geography book and read through
all of your notes.
Produce an A3 spider diagram/mind map covering all
parts of the topic. This should be done on a double
page in your exercise book.
Include sketches, diagrams, keywords, case study
examples, colour, etc.
SPRING AND SUMMER TERM - Real Controlled Assessment
Task:
24
For your work to be successful you must:
Log on to the Digimap for Schools website:
http://digimapforschools.edina.ac.uk/login.html
Username: mk77wh
Password: (ask your Geography Teacher and write
it in: _________ )
25
Come up with your own unique idea for
independent data collection.


Print 3 maps and bring them to the
lesson when the homework is due. Your
maps should be of:

Map 1 =

Map 2 =

Map 3 =
Design your own method for data collection. The
data collected must help you answer the main
Controlled Assessment question.
Students aiming for an A*, A or B grade should also:
 Can you think of any other data you could collect to
answer the main Controlled Assessment question?
26
Collect your independent data.


Collect your raw data through either primary or
secondary research.
Bring your data in so that it can be placed inside
your CA folder.
Students aiming for an A*, A or B grade should also:
 Think about how you will present this data.
27
Practise writing an evaluation for one of
the methods you have used for data
collection in your Controlled
Assessment.


You should include the problems that you
experienced with the method and the impact this
might have had on your results and conclusions. You
also need to explain some ways in which the method
might be improved if you were going to use it again.
This cannot be marked by your teacher, but it is
just to give you some practise. You will not be
allowed to introduce this piece of work to your
Controlled Assessment folder.
Students aiming for an A*, A or B grade should also:
 Remember to focus on how this has affected the
accuracy of your results/validity of your conclusion.
SPRING AND SUMMER TERM - Skills Tasks
Task:
28
For your work to be successful you must:
Find out what a topological diagram is.
Find two examples from the Internet.


Write your own clear definition of what a
topological map is.
Sketch or print two examples from the Internet
and briefly explain how they are topological.
Students aiming for an A*, A or B grade should also:
 Include another 2 examples of maps that are used
in Geography.
29
Give an example of when you could use
each of the following graphs in
Geography to help you present data
related to one of the topics you have
covered throughout Years 9 and 10:
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30
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Line graph
Bar chart
Divided bar chart
Scattergraph
Pie diagram
Sketch each graph and clearly add axis labels, a
key, etc.
Briefly describe and explain, using annotations, how
this type of graph is useful for displaying this
information.
Students aiming for an A*, A or B grade should also:
 Give an example of how you could use a divergent
bar graph in Geography.
Write down the difference between a
desire line and flow line map.


Sketch or print an example of each type of map.
Write a paragraph to explain how they are
different.
Students aiming for an A*, A or B grade should also:
 Give specific examples of how you could use/have
used these maps in Geography.
31
Find out what an isoline map is and find
an example.


Write down in your own words what an isoline map
is. Find an example and either sketch it or print it
out.
Explain why isoline maps are a useful way to present
information.
SPRING AND SUMMER TERM - Geography in the News
Task:
32
Geography in the News - Linking
what we have learnt to current,
real world events.
For your work to be successful you must:

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33
Geography in the News - Linking
what we have learnt to current,
real world events.


Find a recent newspaper or Internet article from the last 2
weeks related to one of the topics you have studied
throughout Years 9 and 10.
Summarise the article in a short paragraph.
Find a recent newspaper or Internet article from the last 2
weeks related to one of the topics you have studied
throughout Years 9 and 10.
Produce a one page poster summary of the story that can
be displayed on one of the Geography in the News displays.
SUMMER TERM - Revision of Year 9 Human Geography Topics
Task:
34
Tourism - Part 1
1 - Using one human feature and one
physical feature, explain why people are
attracted to a tourist area you have
studied (4 marks).
For your work to be successful you must:



2 - For a tourist area in the UK, explain
the strategies used to ensure the
resort remains popular (4 marks).
35
36
Tourism - Part 2

3 - Explain why coastal areas have
become tourist destinations (4 marks).

4 - How would an event such as the
Olympics cause a multiplier effect for
the tourist industry in the UK? (4
marks).

Tourism - Part 3

5 - Choose either a National Park or a
coastal resort in the UK and explain
why your chosen area attracts tourists
(6 marks).


6 - Give two reasons why your chosen
tourist area may become less popular
over time (2 marks).
37
Tourism - Part 4
7 - What is a tourist? (2 marks).
8 - Explain why the tourist industry has
boomed. (Remember to give both social
and economic reasons) (4 marks).



Copy the questions into your book (one at a time)
and answer each one fully.
Look back in your exercise book from Year 9 to help
you write comprehensive answers.
Speak to a Geography Teacher if there is anything
that you don’t understand.
Copy the questions into your book (one at a time)
and answer each one fully.
Look back in your exercise book from Year 9 to help
you write comprehensive answers.
Speak to a Geography Teacher if there is anything
that you don’t understand.
Copy the questions into your book (one at a time)
and answer each one fully.
Look back in your exercise book from Year 9 to help
you write comprehensive answers.
Speak to a Geography Teacher if there is anything
that you don’t understand.
Copy the questions into your book (one at a time)
and answer each one fully.
Look back in your exercise book from Year 9 to help
you write comprehensive answers.
Speak to a Geography Teacher if there is anything
that you don’t understand.
9 - Give 2 features of the Involvement
stage of the Butler Model (2 marks).
38
Tourism - Part 5
10 - Choose three problems of tourism
in the Lake District National Park and
for each give a solution used by the
National Park Authority (6 marks).
11 - Draw a sketch of the Butler Model
and add the 7 labels (2 marks).
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

Copy the questions into your book (one at a time)
and answer each one fully.
Look back in your exercise book from Year 9 to help
you write comprehensive answers.
Speak to a Geography Teacher if there is anything
that you don’t understand.
39
Changing Urban Environments - Part 1

1 - Why is it difficult to introduce
squatter settlement improvement
schemes? (2 marks).

2 - Use a named case study to describe
the main features of a squatter
settlement redevelopment. (6 marks)
40

Changing Urban Environments - Part 3

5 - Explain why people of the same
ethnic group often live near to each
other (4 marks).

6 - Explain how providing English
language classes and developing the
ethnic areas as tourist attractions
supports multicultural communities

Copy the questions into your book (one at a time)
and answer each one fully.
Look back in your exercise book from Year 9 to help
you write comprehensive answers.
Speak to a Geography Teacher if there is anything
that you don’t understand.
Copy the questions into your book (one at a time)
and answer each one fully.
Look back in your exercise book from Year 9 to help
you write comprehensive answers.
Speak to a Geography Teacher if there is anything
that you don’t understand.
(4 marks).
41
Changing Urban Environments - Part 2
3 - Providing suitable housing is a major
issue in many urban areas. Explain how
the need to provide suitable housing is
being met by the suburbs (4 marks).

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4 - Choose one of the following
government strategies:
Copy the questions into your book (one at a time)
and answer each one fully.
Look back in your exercise book from Year 9 to help
you write comprehensive answers.
Speak to a Geography Teacher if there is anything
that you don’t understand.
a) Health and Education Action Zone
b) City challenge
c) Urban Development Corporation
d) Single Regeneration Budget
Outline how your chosen government
strategy has tried to improve inner
cities (4 marks).
42
Changing Urban Environments - Part 4
7 - Explain why the disposal of waste in
cities in the poor world is very difficult
(4 marks).
8 - Describe how pollution problems
could be reduced in cities in poor parts
of the world (4 marks).
43
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Changing Urban Environments - Part 5

9 - Use one or more named case studies
to describe the features of a
sustainable settlement (8 marks).


Copy the questions into your book (one at a time)
and answer each one fully.
Look back in your exercise book from Year 9 to help
you write comprehensive answers.
Speak to a Geography Teacher if there is anything
that you don’t understand.
Copy the questions into your book (one at a time)
and answer each one fully.
Look back in your exercise book from Year 9 to help
you write comprehensive answers.
Speak to a Geography Teacher if there is anything
that you don’t understand.