Alevel AQA geography case studies

@Geo Lover 7 could you help out here? Thanks :biggrin:

Reply 4

Original post

by mango01mochi

Could someone tell me the list of all the case studies we need to learn for alevel aqa geography, not like an exact case study but for example we need a case study about an earthquake. Thanks!

AQA A-Level Geography Case Study List

Water and carbon cycles

-Case study of a tropical rainforest setting to illustrate and analyse key themes in water and carbon cycles and their relationship to environmental change and human activity.

- Case study of a river catchment(s) at a local scale to illustrate and analyse the key themes above, engage with field data and consider the impact of precipitation upon drainage basin stores and transfers and implications for sustainable water supply and/or flooding.

Hot desert systems and landscapes (Optional)

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Case study of a hot desert environment setting to illustrate and analyse key themes set out above and engage with field data (exemplifying field data may be gathered in settings that experience some of the aeolian processes associated with mid and low latitude desert environments such as coastal dunes).

- Case study at a local scale of a landscape where desertification has occurred to illustrate and analyse key themes of desertification, causes and impacts, implications for sustainable development. Evaluation of human responses of resilience, mitigation and adaptation.

Coastal systems and landscapes (Optional)

- This content must include study of a variety of landscapes from beyond the United Kingdom (UK) but may also include UK examples.

Origin and development of landforms and landscapes of coastal erosion: cliffs and wave cut platforms, cliff profile features including caves, arches and stacks; factors and processes in their development.

Origin and development of landforms and landscapes of coastal deposition. Beaches, simple and compound spits, tombolos, offshore bars, barrier beaches and islands and sand dunes; factors and processes in their development.

Estuarine mudflat/saltmarsh environments and associated landscapes; factors and processes in their development.

Eustatic, isostatic and tectonic sea level change: major changes in sea level in the last 10,000 years.

Coastlines of emergence and submergence. Origin and development of associated landforms: raised beaches, marine platforms; rias, fjords, Dalmatian coasts.

Recent and predicted climatic change and potential impact on coasts.

The relationship between process, time, landforms and landscapes in coastal settings.- Case study(ies) of coastal environment(s) at a local scale to illustrate and analyse fundamental coastal processes, their landscape outcomes as set out above and engage with field data and challenges represented in their sustainable management.- Case study of a contrasting coastal landscape beyond the UK to illustrate and analyse how it presents risks and opportunities for human occupation and development and evaluate human responses of resilience, mitigation and adaptation.

Glacial systems and landscapes (Optional)

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This content must include study of a variety of landscapes from beyond the UK and may also include UK examples.

Origin and development of glaciated landscapes.

Erosional and depositional landforms: corries, arêtes, glacial troughs, hanging valleys, truncated spurs, roches moutonnées. Characteristic glaciated landscapes.

Origin and development of landforms and landscapes of glacial deposition: drumlins, erratics, moraines, till plains. Characteristic glaciated landscapes.

Fluvioglacial landforms of erosion and deposition: meltwater channels, kames, eskers, outwash plains. Characteristic fluvioglacial landscapes.

Periglacial landforms: patterned ground, ice wedges, pingos, blockfields, solifluction, lobes, terracettes, thermokarst. Characteristic periglacial landscapes.

The relationship between process, time, landforms and landscapes in glaciated settings: characteristic glaciated and periglacial landscapes.- Case study(ies) of glaciated environment(s) at a local scale to illustrate and analyse fundamental glacial processes, their landscape outcomes as set out above and engage with field data.

- Case study of a contrasting glaciated landscape from beyond the UK to illustrate and analyse how it presents challenges and opportunities for human occupation and development and evaluate human responses of resilience, mitigation and adaptation.

Hazards (Optional)

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Impacts and human responses as evidenced by a recent volcanic event.

- Impacts and human responses as evidenced by a recent seismic event.

- Impacts and human responses as evidenced by two recent tropical storms in contrasting areas of the world.

- Impact and human responses as evidenced by a recent wild fire event.

- Case study of a multi-hazardous environment beyond the UK to illustrate and analyse the nature of the hazards and the social, economic and environmental risks presented, and how human qualities and responses such as resilience, adaptation, mitigation and management contribute to its continuing human occupation

- Case study at a local scale of a specified place in a hazardous setting to illustrate the physical nature of the hazard and analyse how the economic, social and political character of its community reflects the presence and impacts of the hazard and the community’s response to the risk.

Ecosystems under stress (Optional)

- The nature of two contrasting biomes: tropical rainforest and savanna grassland to include:

1. the main characteristics of each biome
2. ecological responses to the climate, soil and soil moisture budget – adaptations by flora and fauna
3. human activity and its impact on each biome
4. typical development issues in each biome to include changes in population, economic development, agricultural extension and intensification, implications for biodiversity and sustainability.- The characteristics of the climatic climax: temperate deciduous woodland biome.
- The effects of human activity on succession – illustrated by one plagioclimax such as a heather moorland.

- The following aspects should be examined with reference to a named, located coral reef:

Factors in the health and survival of reefs:

1. Natural: Water temperature, acidity, salinity, algal blooms.
2. Human activity and its impact: Major drainage basin schemes, onshore development, desalination, pollution, tourism, fishing.
3. Future prospects for coral reefs.- The main characteristics of a distinctive local ecosystem (such as an area of heathland, managed parkland, pond, dune system). Ecological responses to the climate, soil and soil moisture budget – adaptations by flora and fauna.
Local factors in ecological development and change (such as agriculture, urban change, the planned and unplanned introduction of new species).The impacts of change and measures to manage these impacts. Conservation strategies and their implementation in specific settings.
- Case study of a specified region experiencing ecological change to illustrate and analyse the nature of the change and the reasons for it, how the economic, social and political character of its community reflects its ecological setting and how the community is responding to change.

- Case study of a specified ecosystem at a local scale to illustrate and analyse key themes set out above, including the nature and properties of the ecosystem, human impact upon it and the challenges and opportunities presented in its sustainable development.

Global systems and global governance

- The nature and role of transnational corporations (TNCs), including their spatial organisation, production, linkages, trading and marketing patterns, with a detailed reference to a specified TNC and its impacts on those countries in which it operates.

- World trade in at least one food commodity or one manufacturing product.

- Issues associated with attempts at global governance, including how:

agencies, including the UN in the post-1945 era, can work to promote growth and stability but may also exacerbate inequalities and injustices.
- An outline of the contemporary geography, including climate, of Antarctica (including the Southern Ocean as far north as the Antarctic Convergence) to demonstrate its role as a global common and illustrate its vulnerability to global economic pressures and environmental change.

Threats to Antarctica arising from:

climate change
fishing and whaling
the search for mineral resources
tourism and scientific research.
Critical appraisal of the developing governance of Antarctica. International government organisations to include United Nations (UN) agencies such as United Nations Environment Programme (UNEP) and the International Whaling Commission. The Antarctic Treaty (1959), the Protocol on Environmental Protection to the Antarctic Treaty (1991); IWC Whaling Moratorium (1982) – their purpose, scope and systems for inspection and enforcement.

The role of NGOs in monitoring threats and enhancing protection of Antarctica.

Analysis and assessment of the geographical consequences of global governance for citizens and places in Antarctica and elsewhere to specifically consider how global governance underlies and impacts on students’ and other people's lives across the globe.Changing places- In relation to the local place within which students live or study and then at least one further contrasting place and encompassing local, regional, national, international and global scales:

the ways in which the following factors: relationships and connections, meaning and representation, affect continuity and change in the nature of places and our understanding of place
and

the ways in which students’ own lives and those of others are affected by continuity and change in the nature of places and our understanding of place.- Local place study exploring the developing character of a place local to the home or study centre.

- Contrasting place study exploring the developing character of a contrasting and distant place.

- Place studies must apply the knowledge acquired through engagement with prescribed specification content and thereby further enhance understanding of the way students' own lives and those of others are affected by continuity and change in the nature of places. Sources must include qualitative and quantitative data to represent places in the past and present.

Both place studies must focus equally on:

people's lived experience of the place in the past and at present
and either changing demographic and cultural characteristics
or economic change and social inequalities.
Suitable data sources could include:

statistics, such as census data
maps
geo-located data
geospatial data, including geographic information systems (GIS) applications
photographs
text, from varied media
audio-visual media
artistic representations
oral sources, such as interviews, reminiscences, songs etc.
Contemporary urban environments (Optional)

- Contemporary characteristics of mega/world cities. Urban characteristics in contrasting settings. Physical and human factors in urban forms. Spatial patterns of land use, economic inequality, social segregation and cultural diversity in contrasting urban areas, and the factors that influence them.

- Issues associated with economic inequality, social segregation and cultural diversity in contrasting urban areas.

Strategies to manage these issues.- River restoration and conservation in damaged urban catchments with reference to a specific project. Reasons for and aims of the project; attitudes and contributions of parties involved; project activities and evaluation of project outcomes.- Comparison of incineration and landfill approaches to waste disposal in relation to a specified urban area.- Environmental problems in contrasting urban areas: atmospheric pollution, water pollution and dereliction.

Strategies to manage these environmental problems.- Case studies of two contrasting urban areas to illustrate and analyse key themes set out above, to include:

1. patterns of economic and social well-being
2. the nature and impact of physical environmental conditions
with particular reference to the implications for environmental sustainability, the character of the study areas and the experience and attitudes of their populations.
Population and the Environment (Optional)

- Characteristics and distribution of two major climatic types to exemplify relationships between climate and human activities and numbers.

- Characteristics and distribution of two key zonal soils to exemplify relationship between soils and human activities especially agriculture. Soil problems and their management as they relate to agriculture: soil erosion, waterlogging, salinisation, structural deterioration .

- The global prevalence, distribution, seasonal incidence of one specified biologically transmitted disease, eg malaria; its links to physical and socio-economic environments including impacts of environmental variables on transmission vectors. Impact on health and well-being. Management and mitigation strategies.

- The global prevalence and distribution of one specified non-communicable disease, eg a specific type of cancer, coronary heart disease, asthma; its links to physical and socio-economic environment including impacts of lifestyles. Impact on health and well-being. Management and mitigation strategies.
- Factors in natural population change: the demographic transition model, key vital rates, age–sex composition; cultural controls. Models of natural population change, and their application in contrasting physical and human settings.

- Population, resources and pollution model: positive and negative feedback. Contrasting perspectives on population growth and its implications; Malthusian, neo-Malthusian and alternatives such as associated with Boserup and Simon.

- Case study of a country/society experiencing specific patterns of overall population change – increase or decline – to illustrate and analyse the character, scale, and patterns of change, relevant environmental and socio-economic factors and implications for the country/society.

- Case study of a specified local area to illustrate and analyse the relationship between place and health related to its physical environment, socio-economic character and the experience and attitudes of its populations.

Resource Security (Optional)

- Environmental impacts of a major water supply scheme incorporating a major dam and/or barrage and associated distribution networks.

- Water conflicts at a variety of scales – local, national, international.

- Environmental impacts of a major energy resource development such as an oil, coal or gas field and associated distribution networks.

- With reference to iron ore or a specified globally traded non-ferrous metal ore eg copper, tin, manganese.

Sources of the specified ore. Distribution of reserves/resources. End uses of the ore. Components of demand for ore. Role of specified ore in global commerce and industry.

Key aspects of physical geography associated with ore occurrence and working: geological conditions and location.

Environmental impacts of a major mineral resource extraction scheme and associated distribution networks.

Sustainability issues associated with ore extraction, trade and processing.- Case study of either water or energy or mineral ore resource issues in a global or specified regional setting to illustrate and analyse theme(s) set out above, their implications for the setting including the relationship between resource security and human welfare and attempts to manage the resource.- Case study of a specified place to illustrate and analyse how aspects of its physical environment affects the availability and cost of water or energy or mineral ore and the way in which water or energy or mineral ore is used.

Think I might have been too thorough but make sure you know these. :goodluck:

for exams.

(edited 1 year ago)

Reply 5

Original post

by Trickia

@Geo Lover 7 could you help out here? Thanks :biggrin:

Wow! I spent over an hour on that. I should've done homework. :blushing:

for telling me @Trickia

Reply 6

Original post

by Geo Lover 7

Wow! I spent over an hour on that. I should've done homework. :blushing:

for telling me @Trickia

No problem thanks for the help Geo! And that is quite lengthy no wonder it took you a hour :lol:

Reply 7

Original post

by Trickia

No problem thanks for the help Geo! And that is quite lengthy no wonder it took you a hour :lol:

Yes, it is very lengthy because there are so many Geography case studies (Luckily you only need to do one of Hot Deserts,Coasts or Glaciers+One of Hazards or Ecosystems Under Stress+One of Contemporary Urban Environments, Population and Environment, or Resource Security)

Reply 8

Original post

by Geo Lover 7

Oh gosh that's so much 😭

Reply 9

Original post

by Trickia

Oh gosh that's so much 😭

This is what I'm doing.
Paper 1: Physical Geography

•

Water and Carbon Cycles (Compulsory)

•

Coastal Systems and Landscapes (Optional)

•

Hazards (Optional)

Paper 2

uman Geography

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Global Systems and Global Governance (Compulsory)

•

Changing Places (Compulsory)

•

Population and Environment (Optional)

NEA: Fieldwork

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Independent Fieldwork Investigation

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3,000 Words - 4,000 Words

•

Can be on anything in the specification.

Exam Questions
For each Paper we get

•

1x 4 Marker (about Knowledge) for each section.

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2x 6 Marker (1x Data Interpretation and 1x Source Question) for the first 2 sections in each paper

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2x 9 Marker for the final section in each paper (I'm not sure what to do for these questions as we do this topic+these questions in Year 13)

•

1x 20 Marker (Essay)

•

We get given 2 Hours and 30 Minutes for each paper.

Reply 10

Original post

by Geo Lover 7

This is what I'm doing.
Paper 1: Physical Geography

•

Water and Carbon Cycles (Compulsory)

•

Coastal Systems and Landscapes (Optional)

•

Hazards (Optional)

Paper 2

uman Geography

•

Global Systems and Global Governance (Compulsory)

•

Changing Places (Compulsory)

•

Population and Environment (Optional)

NEA: Fieldwork

•

Independent Fieldwork Investigation

•

3,000 Words - 4,000 Words

•

Can be on anything in the specification.

Exam Questions
For each Paper we get

•

1x 4 Marker (about Knowledge) for each section.

•

2x 6 Marker (1x Data Interpretation and 1x Source Question) for the first 2 sections in each paper

•

2x 9 Marker for the final section in each paper (I'm not sure what to do for these questions as we do this topic+these questions in Year 13)

•

1x 20 Marker (Essay)

•

We get given 2 Hours and 30 Minutes for each paper.

Omg I'm praying for you and my other friends who do geography they just came back from a 2 day fieldwork😭 But at least you enjoy your subject and are passionate about it so that's good :h:

Reply 11