Geography GCSE edexcel B: topic 1 & 2

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Hazardous Earth-Topic 1

Question 1: How does the worlds’ climate system function, why does it change and how can this be hazardous for people?

Lesson 1: The Earth’s atmosphere:

When air is cold the molecules are packed tightly together, this makes the air denser and therefore begins to sink. The air presses on the Earth’s surface bringing high pressure.

When the air is warmer, the molecules fly further apart. The air becomes lighter and rises creating low pressure on the ground.

When there is high pressure the weather is usually fine

When there is low pressure the rising air draws up water to form clouds, rain and storms.

Ocean currents are heated along the equator. Warm ocean currents move clockwise and cold ocean currents move anti clockwise.

There is a higher concentration of solar insulation by the equator but there is lower concentration by the poles as there is a larger area and it is further away from the sun.

The land absorbs heat as it is dark coloured but it also loses heat quicker. This forms areas of low pressure.

The sea reflects some solar insulation therefore heating up more slowly. This forms areas of high pressure.

Lesson 2: Global air circulation and the ITCZ:

The ITCZ forms between the tropics when two masses of air meet –between the Hadley cells.

The Hadley cells are located on either side of the equator.

The Ferrel cells are located north and south of the Hadley cells.

The polar cells are located by the poles.

Warm air rises to the poles where it is cooled and sent back down to the equator where the process repeats.

Lesson 3-Past Climate change:

There are four main types of natural climate change.

The Volcanic eruption theory: Big volcanic eruptions produce large amounts of ash and sulphur dioxide gas which rises into the stratosphere. It creates a blanket which stops the sun rays from reaching Earth and reflects off into space. The planet cools down as a result.

The sunspot theory: Black areas on the sun’s surface. More spots mean the increase in solar energy. Energy fired towards earth. 11 year cycle. However changes in solar activity can decrease the temperature.

The Orbital theory: Orbital changes: Elliptical-closer to the sun or further away-over 100,000 years. Axial Tilt: Closer or further to the sun-over 41,000 years. Wobbles on axis: Moves closer or further to sun-26,000 years.

Theses therefore change temperature dramatically but only happen over many years.

Asteroid Collisions: Large collisions blast millions of tonnes of ash and dust into atmosphere which blocks incoming solar radiation. Less sunlight reaches earth which leads to Earth cooling down. 1km asteroid hits earth every 500,000 years which is what scientists believe to be the cause of dinosaur extinction.

Volcanic case study: Mt Pinatubo eruption in 1991 in Philippines-released 17 million tonnes of sulphur dioxide. Reduced global sunlight by 10% and temperature by 0.5 degrees.

Sunspot case study: Ice age 1600-1820-caused by changes in sunspot activity. Temperature around earth 2 degrees cooler.

Ice cores are air bubbles which are trapped in ice and allow us to investigate climate from many years back. 1.5 metre drill-564 metres-20,000 years back. Bubbles measure greenhouse gases.

Tree tings allow the same-the number of rings are equal to the number of winters that a tree has been through. Width=narrow: drought/rain. 10,000 year record.

Fossilised animals, plants and pollen show what type of animals were present at a particular period in geological history.

Dendrochronology: the study of data from tree ring growth.

Lesson 4-Global Climate change:

The sun emits solar radiation. This travels through the atmosphere and heats up the Earth’s surface. When the earth’s surface is warm it re-emits heat energy. This heats the atmosphere. Greenhouse gases trap the heat which re-radiates back down to earth, keeping us and the atmosphere warm. This increases Earth’s temperature by 30 degrees.

Human contributions:

Burning fossil fuels: Modern society increasing amount of carbon dioxide we use. Carbon dioxide is found naturally. But it is making the layer of greenhouse too effective. Less energy escapes into space. The trapped energy heats up the Earth’s atmosphere resulting in climate change. Emerging countries are burning fossil fuels in factories.

Deforestation: Carbon dioxide is absorbed by plants and trees. Used to make food during photosynthesis. Forests are being cut down for farming and towns. The Amazon rainforest is being cut down for agriculture.

Cattle farming and rice farming: Both release greenhouse gas methane. Second biggest contributor to enhanced greenhouse effect.

Carbon dioxide-89%. Water vapour-1%. Methane-7%. Nitrous Oxide-3%.

Lesson 5: Future climate

Pessimistic prediction: Temperature increase by 6 degrees-rapid increase. More people demand more resources therefore fossil fuels are used and temperature will increase.

Moderate prediction: Temperature would rise fairly rapidly- go up by 4 degrees. Fossil fuels still used but at a slower rate. Less demand for resources. Renewable energy would not be used very often.

Optimistic prediction: The temperature rise is gradual and would go up 2 degrees. Less demand for resources therefore less fossil fuels used and less carbon dioxide.

Highest prediction of sea level rise: 2 metres. Lowest: 0.2 metres.

Oceans are rising due to increase in temperature melting the ice.

Question 2: How are extreme weather events increasingly hazardous for people?

Lesson 1: How does a hurricane form?

Global distribution of hurricanes: Hurricanes occur across the tropics. Hurricanes towards the west start in South America and are moving mostly west at the start. Different ones then move in different directions.

Hurricanes are called hurricanes in the Atlantic or around the US. Typhoons in the Pacific and Cyclones in the Indian.

Hurricanes are tropical storms. Storm force winds, torrential rain, massive pressure falls and storm surges are all part of this deadly weather.

Hurricanes draw their energy from warm seas and can only develop if the sea temperature is over 26 degrees and into severe storms if over 28 degrees. They only form between the tropics-a narrow band between 8 and 20 degrees of the equator. They also form in late Summer/early autumn. Warm air is forced to rise; as it cools it condenses and forms thunderclouds. Wind allows the storm to intensify. When winds reach over 74 mph it is a scale category 1. As air rises and falls it gives the hurricanes a spiral shape. Hurricanes are measured 1-5 on the Safir Simpson scale. The wind gives it a distinctive structure with the eye which is a hole in the middle and the eye wall. This is the most destructive with winds up to 155mph. A storm surge is when water is blown on to the shore by the strong wind.

The Coriolis force is the spiral movement of wind.

Lessons 2-5: Hurricane Sandy and Typhoon Haiyan

Hurricane Sandy was a category 3 hurricane which affected the USA and Caribbean in late October 2012. The storm affected millions of people in 5 Caribbean nations including Haiti, Jamaica, Cuba and the Bahamas as well as 14 states on the East coast of the USA.

This hurricane travelled north, outside of the tropics.

Over 200 people died.

Many buildings were destroyed therefore there was a huge economic impact. $50 billion.

Electricity was lost and there was no news access.

Many habitats were destroyed.

There was a lot of displacement as residential buildings were ruined.

Streets were flooded.

Typhoon Haiyan was located in the Northern Hemisphere in South-East Asia. It fell in the country of the Philippines. Formed between the tropics.

Occurred in November 2013 and was a scale category 5.

14 million people were affected.

6 million lost income and jobs.

Ferry services and flights interrupted.

Flooding caused landslides and blocked roads.

Cut off power supplies.

Hospitals, schools and shops damaged.

Looting and violence broke out.

Affected farming and food growth.

Diseases started from lack of food and mass displacement.

One of the biggest hurricanes ever recorded.

Developed country preparation: Developed countries prepare by looking at satellite technology which can predict storms. Some coastline countries have sea walls designed to withstand storm surges. National Hurricane Centres issue warning and USA has set up a system to evacuate people.

How Philippines responded to Typhoon Haiyan: More than 750,000 people were evacuated. The government allowed $700,000 to be spent on food and water and sanitation. 18,000 military personnel were sent to worst affected areas. Many countries offered assistance-the UK sent warships and the government gave $130 million in aid. Doctors were sent over and Non government organisations raised millions.

Question 3: Why do the causes and impacts of tectonic activity and management of tectonic hazards vary with location?

Lesson 1: The structure of the Earth

The Crust forms the surface of the earth and is a rock layer forming the upper part of the lithosphere. The lithosphere is split into tectonic plates. These plates move very slowly (2-5cm) per year on a layer called the asthenosphere.

Within the lithosphere there are two types of crust; oceanic which is thin 6-8km, dense, made from basalt (igneous rock) and continental crust which is thick (30-50km) low density granite (igneous rock).

The asthenosphere is the top layer of the mantle; it is partially molten and partially solid rock. The mantle is the top layer of the Earths’ layers by volume and is mostly solid rock. No one has been as far as the lower mantle so scientists rely on earthquakes which tell us about the physical state of the Earth. Earthquake waves change direction or stop when they reach a new layer-some waves travel easily through the crust, mantle and inner core but not through the outer core. This suggests that the outer core has a different physical state and may be liquid.

Convection currents are the movement of heat underneath the crust. Heat rises from the core to the mantle called a rising hot current. Heat is caused by uranium which is due to radioactive decay which causes residual heat. It reaches the asthenosphere and heats the rock. The currents move in a circular motion. This causes plate movement as the heat cools. This makes the Earth’s surface rigid.

Lesson 2: Plate tectonics

There are 10 plate tectonics around the world: The North American plate, the Pacific plate, the Nazca plate (near South America), The African plate, the Eurasian plate, the South American plate, the Australian plate, The Caribbean plate, the Philippine plate and the Antarctic plate.

A convergent plate boundary: Convection currents in the mantle cause the plates to move towards each other. Denser oceanic plate subducts into less dense continental plate into the asthenosphere. Huge increase in pressure forces water and impurities into the asthenosphere which start to melt. Magma rises and forms a composite volcano. Subduction can also cause friction. Friction causes the plate to stick building up pressure. When the plate slips, the release of pressure causes an earthquake e.g. the Nepal earthquake 2015.

A divergent plate boundary: Convection current in the mantle also cause plates to move apart. This mostly happens under sea. When the plates move apart, heat rises and there is a lack of pressure which melts the asthenosphere forming magma. Magma rises to form a shield volcano. Earthquakes can also occur here (because the plates do not always move away smoothly-these are small).

A conservative plate boundary: Convection currents cause the plates to slide past each other. Plates get stuck and pressure builds at the boundary. When the pressure gets too much it jerks releasing energy and forming an earthquake.

Lesson 3: Volcanoes

Shield volcanoes are often found at divergent plate boundaries. These volcanoes are low, shield shaped with gently sloping sides. They are unable to build up massively because they are formed by eruptions of thin, runny, basaltic lave, which flows down quickly before cooling to create a dome like shape. Eruptions are fairly frequent; however they are not that explosive. An example of a shield volcano is Mauna Loa, Hawaii USA.

Composite volcanoes are found at convergent plate boundaries. They are cone shaped and are very explosive however infrequent. The lava is called a pyroclastic flow (mixture of hot steam, ash, rock and dust. Andesitic magma-destructive margins). E.g. Mt Pinatubo, Philippines.

Lesson 3 (continued): Features of Earthquakes

The focus is the area underground where the earthquake starts. It sends out seismic waves. The epicentre is the area above the focus over ground.

A secondary effect of an earthquake is a tsunami. The energy from the earthquake or impulse causes simple, progressive, oscillatory waves to propagate over the ocean surface. The wavelengths continue to build up and grow. They are then slowed dramatically by friction of their collision. The impact causes mass damage and flooding.

Lesson 4 & 5: The Haiti and New Zealand earthquakes

Haiti:

Why Port au Prince was badly affected: Houses on really steep slopes-houses fall-people die and displacement. Poor building construction. No resources.

Unemployment: 2/3 unemployed. ½ under poverty line. Limited resources-poor health. Remittances-people sending money to others back home.

Infrastructure: Very poor state. No pipes for water.

Social impacts: 1.3 million displaced. 250,000 injured 220,000 deaths.

Economic impacts: 300,000 buildings destroyed.

Environmental impacts: Flooding and destruction of habitats.

3 years later-badly affected. Families destroyed. Tents (overcrowding). Negative multiplier effect. 300,000 still displaced and 30,000 businesses destroyed. Cholera and other diseases formed.

Major problems facing survivors: Nowhere to sleep-tents on street. Diseases due to lack of resources-healthcare provided. Chaos-riots due to lack of food-UN soldiers-crime rates increase.

Difficult to set up camps-cannot build on registered land-having to set up on landfill sites-unhygienic.

Aid agency staff were already in the area. Doctors were performing medical procedures. The US army and marines sent help and the World food programme sending ration packs. Police to maintain law and order.

The World Bank helped by announcing that it was suspending all payments on Haiti’s debt for 5 years. Google used to find people and earthquake resistant techniques are now being used.

New Zealand:

On the 22nd February 2011, an earthquake struck New Zealand; affecting socially, economically and environmentally. This had a 6.6 magnitude which lead to 185 deaths.

New Zealand faced many impacts; both primary and secondary. 185 people were killed-half of them occurring in a building built in the 1960’s. Cars were crushed by falling debris and roads and bridges were severely damaged. There were also some severe secondary effects. Approximately 2000 people were injured and many people were left displaced. Many businesses were permanently shut down and the economic cost resulted in $40 billion.

However bad the impacts were, New Zealand tried to respond. The New Zealand defence force provided equipment, transport, evacuation, food and water to over 1000 homeless people. Also, due to the damaged sewage networks, 27000 chemical toilets were flown in. The police imposed a curfew to try and stop the violence and electricity and the water were restored to most houses within the first week. Some earthquake proof buildings survived however insurance companies had to pay out $1.8 billion to homeowners.

Temporary housing was set up to help the displaced. Emergency services were sent and the New Zealand army was sent to help with rescue efforts and aid.

The Canterbury earthquake recovery authority (CERA) was set up for 5 years to oversee reconstruction. The natural Hazards platform in 2009 was set up in New Zealand. Google launched Google person finder to help people reconnect with family.

Development Dynamics-Topic 2

Lesson 1: Defining and measuring development.

Infrastructure- the more developed the infrastructure, the more money the country has.

Death rate- A developed country would have access to better medical care therefore the death rate would be lower.

Development is quite hard to quantify, but there are ways to tell how developed a place is. There are several official measures of development used by large international organisations such as the United Nations and the World Bank,

HDI stands for Human Development index. It is a composite measure meaning that it is made up of different measures combined.

The United Nations likes to use this measurement as it shows a good representation of development as a whole.

It tries to quantify the quality of life in a country by looking at wealth, health and education, altogether and uses are formula to combine these fairly.

HDI measures: GDP/capita, Education (years of schooling) and Life expectancy. Given a value (0.0-1.0).

This covers a wide range of factors, so it is seen as a giving a more realistic picture of development.

A country scores higher HDI when the life expectancy at birth is longer, the education period is longer, and the income per capita is higher.

1.0 is the best value meaning excellent quality of life. 0.5 is the middle and 0.0 means poor quality of life.

GDP per capita: Gross Domestic Product means money produced in a country each year. Per capita means per person.

It is easy to rank this data to show the best and worst countries as there is a numerical value that is quite specific.

The total amount of money is divided by the population of the country to give an average of a ‘mean’.

It is easy to compare this economic data between countries as there is a specific value. Also the data is adjusted to take into account how expensive/cheap products are in a country.

This data is quite hard to find out for developing countries. Therefore not all countries have a value for this measure.

Though this measure considers well-being it does not look at factors such as technology, environment or politics.

It doesn’t include work activities that are not sold or traded e.g. farming or fishing for your family (subsistence farming).

The World Bank used this measure as it gives a good impression of wealth distribution around the world.

This measure does not include money that is sent abroad to family. Or money sent back from abroad.

Lesson 2: Population pyramids

Demographic is another word for population.

Birth rate is linked to development-There is often a higher birth rate in developing countries as they are vulnerable to disease. However it depends on culture or child benefits. High=developing – Lower=developed

Death rate-Lower death rate for developed country as they have access to medical treatment. High=developing – Low=developed.

Working population-More people working in developed countries as education is better. High=developed – Low=developing.

Infant mortality: The number of babies dying before they reach their first birthday, usually calculated by number of deaths out of a population of a thousand live births over a year in a particular area.

Maternal mortality: Maternal death is the death of a woman while pregnant or within 42 days of termination of pregnancy per thousand pregnant women.

Demographic indicators: data about the population that can inform our understanding of development.

Population data tells us about how healthy a population is, how able to work, and how many people there are to support. All this can be used to inform how developed a country is. Typically ‘developing’ countries will all have similar demographic indicators as well developed countries. In addition to the ‘raw’ data we have a way of visually representing this data. This is called a population pyramid.

Developing countries have a high birth rate and low life expectancy. They have a high birth rate due to the fact that they have less food and medical treatment and are therefore vulnerable to diseases. Parents would have more children because there is a chance that their infants could die before one year old. Also, there is a low life expectancy as fewer resources are available to them and they are more vulnerable to diseases which spread which would cause low life expectancy.

A developing country’s population pyramid would have a very wide base however the middle is thinner and the top is thin. Therefore it is a pyramid shape.

An emerging country’s shape is similar to that of a developing because there is still poverty and not great health care.

The UK shape is of a column as there is a higher life expectancy but fewer children are being born.

Lesson 3: causes and consequences of development.

Political factors: reasons to do with governance and power.

Economic factors: Reasons to do with wealth and industry.

Social factors: Reasons to do with people and way of life.

Environmental factors: Reasons to do with the health of land, air and water.

Colonialism: The expansion of the territories of powerful countries taking over new ‘new lands’ to exploit for resources and labour.

Investment: Putting money towards a new project or plan in the hope that it will generate further profit.

Disparity: Means ‘a great difference’ used in a similar way to the word inequality.

Landlocked: A country or region with no access to the coast. It is surrounded by other land on all borders.

Infrastructure: The basic physical and organizational structures and facilities (e.g. buildings, roads, and power supplies) needed for the operation of a place.

Factories are used to create products. They are usually found in emerging countries. The more the products sell for the more money is received. This can lead to development. Urban areas attract more people and the main job is manufacturing (secondary).

Coast for importing and exporting goods and cannot be accessed if a country is landlocked.

Developed countries are open to more trade with other countries which leads to more money. The higher the population means more work meaning everything is more efficient. If there is a strong leadership of governance then the country grows.

Better education means better jobs and more money therefore leading to development. More tertiary jobs and more qualifications.

Overgrazing of animals and over cultivation of crops leads to the degradation (worsening) of the land; this can lead to soil erosion. This means villagers will often need to move to new land, and there is less and less e.g. Mali.

Countries that have closed economies e.g. North Korea rarely trade internationally. This can limit profit from imports and exports and reduces the variety of goods and services available.

Some developing countries have non-democratic governments e.g. dictatorships, which lack concern for human rights and worsen the situation for minority groups e.g. North Korea.

More than 775 million people in developing countries are illiterate – cannot read or write. This means they are unlikely to get on to higher paid employment e.g. in Malawi.

Developing countries lack the capacity to respond to natural disasters e.g. droughts and flooding. This will cause the rate of disease to rise and lower food security e.g. Ethiopia.

HIV/AIDS is the largest epidemic in modern times and affected several countries in Eastern and Southern Africa during 1900s and 2000s. This reduces the workforce places strain on families.

Corruption and political mismanagement can divert funds from education and healthcare slowing development e.g. in Malawi.

Countries that have not prioritised investment in education and health care have generally developed at a slower rate as they have a limited workforce.

Some nations have democracies that do not function effectively; disorganisation or corruption can lead to diversion of fund from healthcare and education e.g. Uganda.

Malawi is largely rural. Despite rapid urbanisation, nearly 85% of total population lives in rural areas.

Malawi is one of the poorest of the least developed countries in the world, (153/169 on HDI rankings). Over 70% of population lives on less than US $2 a day.

2001: World Bank suspended aid to Malawi, due to corruption, and poor governance. 2013: Newspaper reports state millions of government funds are being sucked out through fake pensioner accounts.

11% of adults in Malawi living with HIV/AIDS. During rainy season there are cholera outbreaks.

Child labour in agriculture is an issue in Malawi. It is illegal however; children are working on tobacco plantations and are not attending school.

Lesson 4: Models of development.

Rostow’s Model: all countries will develop in stages until they are developed.

Traditional society-subsistence farming. Extraction of raw materials.

Preconditions for takeoff- investment to building infrastructure, railways, sewers etc.

Takeoff-industrial revolution. Rapid growth-more money-buy items-education.

Drive to maturity-education-ideas-technology.

High mass consumption-more wealth. Tertiary and quaternary jobs.

Not all countries develop in 5 steps.

Only 12% of women in Afghanistan are literate-43% men-due to conflicts since 2001.

Not all countries have the same goal.

Frank’s Dependency Model: Poor and rich countries are dependent on each other.

Core-powerful, wealthy-tertiary economy.

Periphery-Not a lot of wealth or power-export of raw materials.

Not simple LEDS/MEDC distinction.

Some countries developed significantly in last 40 years.

Lesson 5: Top down and bottom up development.

Top down development projects-A project that the government has organised and funded.

Bottom up development projects-Projects funded by NGO’s usually based around poorer communities.

The Sardar Sarovar dam on the Namarda River is located in India-state called Gujarat-west of India.

Dam is extremely large-85000km long-80m high- plans to raise to 136.5m

The dam was built to harness the water. IT benefits 30 million people-3.5 bn litres of water each day. When water flows over the dam, energy is harnesses and converted into electricity (Hydroelectric power (HEP)). It is an effective water supply and is a top down project.

Solar lamps are useful as education is improved. Woman can carry out small craft to sell in the market. Shops can stay open longer.

But, not all people can afford them. Lots of people still live in darkness.

Lesson 6: Human and physical geography context of India.

India is located in the Northern Hemisphere in Asia. Surrounding countries include China, Sri Lanka, Bangladesh, Afghanistan and Iran. Surrounding waters includes the Indian Ocean and the bay of Bengal. India’s capital city is New Delhi.

Because India is so large, it has many climates: Tropical, subtropical steppe, desert, mountain and semi-arid climates. Tropical-deciduous, Broadleaf and coniferous trees grow there. The Himalayas mountain range borders India and the Ganges river flows through it.

India has a large population of 1,250,000,000. The prime minister is Marendra Modi. Life expectancy is 66.21 years and urban population is 31.16%. World trade is 2.07% and amount of internet users is 13.1%. In India, they grow: Rice, wheat, coarse cereals, maize, pulses and gram.

There are 3 regions: cool mountain region in the North, hot, wet and humid in the South. All regions experience the monsoon-large amounts of rain and wind for 3 months. Sometimes there are floods.

The national language of India is Hindi and most Indians are Hindu. These people feel that water is sacred and show it in many ways. They express their gratitude to the water by bathing and give offerings of milk and light. When people go under the water 3 times in a row it symbolises the beginning of a new life.

India is important. It opened its economy in 1991 and has an abundant and well educated workforce.

The Taj Mahal in India is one of the 7 wonders of the world.

However, there are high levels of poverty and illiteracy. Infrastructure is often poor. There s a large and growing population. Many people are living with HIV.

India stretches from Kashmir to Nagercoil and Gujarat to Pradesh. The tropic of cancer divides the country in 2. The GMT is +5 hours and 30 minutes. The great Indian desert/Thar is western.

There is lots of cultural diversity. Many different languages are spoken; Hindu and English being official. 80% of population are Hindu and 13% are Muslim.

Lesson 7: Drawing proportional flow lines.

\round the numbers to 2 significant figures in billions e.g. $28025 million=28.0 bn.

To find the width of arrows: divide each number by 2 so it shrinks the number in proportion so it fits on the map e.g. 28 bn/2 = 14mm. Width or arrow is 1.4cm.

Lesson 8: India’s economic growth.

India is an emerging country. The key feature of an emerging country is how fast its economy has grown, usually over the past few decades.

GNI: Gross national income. The amount of money made abroad

FDI: Foreign direct investment. The amount of imports and exports.

India’s government have stressed an importance in the sciences and the budget has increased considerably. Education is also a high priority-it is free and compulsory for all children between 6-14. India has more than 1.4 million schools and 36,000 higher education facilities. This has attracted a considerable amount of FDI.

India attracts FDI from TNCs for several reasons: Increasingly skilled labour force-low labour costs. Rapid growth of economy based on large population and rising income. Increasing competitiveness of Indian enterprises. Well educated, English speaking workforce. International developments in trade, transport and communications. Tax exemptions in SEZs (social economic zones). TNCs in India therefore moved up the value chain by producing more sophisticated and higher value product.

Lesson 9: Changes and inequalities in India.

Dalit Caste: the poorest class in India.

Bihar is located in North Eastern border of India at the foothills of the Himalayas.

Its economy is mainly agriculture as it is landlocked.

It suffers from the monsoon season from July to August.

They have fertile soils however it depends of the monsoon.

They grow rice, wheat and sugar cane. 70% are employed in agriculture.

50% of people are landless-they work on other’s land and must pay part of their earnings to them.

29% of women are literate and 57% of men are.

Ranked last in Health. 62/1000 children are dying before the age of 5.

The population is 90 million-90% are in rural areas.

41% of people live below the poverty line.

Widowed women are at higher risk of poverty.

Floods affect Bihar. In 2013, 27 people died. The 2007 flood affected 15 million people.

23 children died from poison oil in school lunch.

Lesson 10: Impacts of economic development on the environment.

Air: New Delhi 2011: average level of air pollution rose to 280. 3x the city’s legal limit.

Impact on the air affects what trees/plants inhale. Unsafe air from traffic due to increasing car and motorbike ownership. More driving=higher petrol demand.

Causes cancer-other diseases-kerosene. More effect on women-use for cooking-627,000 deaths in 2010. Pneumonia-breathing polluted air-meaning masks.

Water: Large scale industries contributing as well as paper mills, steel plants and sugar industries. Fertilizers from plants wasted into water bodies and monsoons rain down.

Untreated waste-water joining rivers or lakes. Bringing harm to crops. Industrial wastes or effluents. Only 22% of water from cities is collected.

No sewer systems or water disposal-cholera-diarrhoea. Dead bodies cremated on river banks. Bathing in river and religious demands.

Land: Timber wood is a necessary source of income. Cutting down trees and forests for people to use. 68% of country prone to drought.

Ever rising demand for timber-increase in flooding and soil erosion-deforestation-reduces biodiversity-habitats. Change atmospheric circulation and monsoon patterns.

Poverty-increase in crop demand. 25% India’s land=desertification-drought. Migration to urban areas rising.

Global Environment: India at risk of changing climate. Deposits of coal-reliant for energy.

World’s 3rd largest emitter of carbon dioxide. Monsoons less predictable-flooding from sea-sea level rise.

Farmers at risk who rely on rainfall. Kerosene lamp-GHG. Many don’t have access to electricity.

Lesson 11: India’s connection to global power.

BRIC-India one of them. All countries with large land area and fast growing economies and high population.

The BRICS: India is one of a group of 5 emerging countries (Brazil, Russia, China and South Africa. Together they account for almost 42% of World’s population and ¼ of GDP. The economic power has recently increased considerably. Act together as a group.

G-20: India is a member of the influential G-20-20 major developed/emerging economies. Formed because globalisation had changed world economic order in a big way. Major global problems required a much greater laver of international cooperation.

India’s relations with USA and EU: India cooperates with EU and USA, including education and science, technology and global issues like climate change. Balanced trade with EU-in 2014 India exported goods worth 35,500 million Euros there. Imports worth 37,100 million Euros. Exports to USA: $45,200 million and imports $21,600 million.

Political ambitions: India’s growing economic strength means it wants to play a more important role on the world stage. Relations with USA and EU improved. Become a leader in key global initiatives.

International climate negotiations: India plays a major role in international climate negotiations because of high level of its emissions and its rapid pace of economic growth. Negotiations are tough. India stressed its need for economic growth, but also recognises increasing impact of climate change. Looking towards developing renewable energy on larger scale to limit GHGs.

Conflicting views about development: About costs and benefits of changing international relations and foreign investment. High levels of poverty and inequality remain.

Foreign investment: Although benefits of foreign investment are clear to see, also concerned about overall process and actions of some TNCs.