InS 9: Energy Map proposal

Energy proposals

You will be given an OS map to conduct a feasibility study and produce an energy proposal for the map’s area. State what types of renewable energy would be suitable for the region, or what mix of these could be used, and the site where these could be employed.

Your product will be a hand drawn, annotated map on poster paper.

Your maps must include:

  • Title
  • Scale (cannot be the same as on your map)
  • Grid reference
  • Land use
  • Key
  • Elevation where relevant
  • Main physical features
  • Reference to map evidence
  • Information on the region
    • Population
    • Energy usage
    • Climate and meteorological trends
    • Economic activities
  • Handwritten annotations of site for each type of renewable energy usage with:
    • Type of energy
    • Expected energy production
    • Statistics to support your choice
    • Short explanation of your decision
    • Graphs if necessary
    • Physical features that guided your decision
  • Any other relevant information that can support your answer.


Due date: TBD (After spring break, but you will not be allowed to work on it during the break)

InS 9: Map Skills

Exercise 1: Draw a map of:

  • the directions from your home to school.
  • Japan
  • The world

Compare your map with your peers, and with a world map. TOK Link 

  • What did you represent well and not so well? Can you explain why that is?
  • Is a map representative or the real world? How do you know?
    • List the ways the  you know something to be true
  • Were early world maps wrong?
  • How do maps change the way we see, and interact with, the world we live in?
  • Considering the differences in your maps, discuss this statement: “The map is not the territory” Alfred Korzybski
  • How can you be sure that the information found on maps are “true”?
  • How can maps convey
    • meaning
    • bias
    • philosophy
    • change
  • Let’s have a look at a few maps and discuss their “ways of knowing.”

Part 2:

Looking at IOS maps, we will dicuss

  • Keys
  • Scale
  • Contour intervals
  • Cardinal directions
  • 6 figure grid referencing

Exercise 3:

  • Each of you will create a Google doc tilled: InS 9 (A or C)- YOUR NAME – Map skills Questions
  • Share your document with Mr McKeown
  • Answer the following question from this document.
    • Read p. 124-6
    • Answer p. 127 # 1, 2, 3, 4 and EXTRA using this OS map of Cambridge (Or handout on white board)
    • Read p. 128
    • Answer questions 129 #1, 2, 3, 4, 5 (Use the handout of p129 on my desk to measure distance. I have rulers in the blue trays at the back of my classroom. Make sure to put them all back)
    • Read p. 130
    • Using  a blank piece of paper answer p 131 #1, 2.
    • Read p132 and answer p. 133 #1, 2, 3, 4
    • Read p.134 and answer p. 135 #1, 2, 3
    • Read p. 136 and answer p. 137 # 1, 2, 3
    • Read p. 138 and answer p.139 #1, 2, 3, 4

InS 10: Monopolies

Why do companies compete with each other?

How can a company compete with another? (Strategies)

What is the purpose of advertising?

Draw a diagram explaining the outcome of advertising on quantity and pricing.

What is a monopoly?

Draw a diagram of how a monopoly would affect quantity and pricing.

Is a monopoly a good or bad thing?

We will now play the “Hunt the Cons” game to think further about the pros and cons of monopolies.

Let’s discuss again, is a monopoly a good or bad thing?

Monopoly slideshow

In your groups, find 2 real world examples of companies with a monopoly on their market:

  • One with positive social outcomes
  • One with negative social outcomes

For your Second summative assessment, you will have a choice of creating a video or a Pecha Kucha

TSC for Video

TSC for Pecha Kucha (Google slide timing tutorial)

Hyperlink your team, topic and project here


Due date:

  • 10 A: March 2nd (2nd period)

  • 10 C: March 9th, (Due March 7th if you will be absent on the 9th)


Hi guys,

I hope you are enjoying the snow day and that you managed to have some time outside.

As per the YIS e-learning policy, here is the work you will beed to do to make up the missed class.

InS 9: Get in touch with your partner and work on the Sustainability in the home project

InS 10:  Get in touch with your partner and work on your article analysis

Have a great day!

Mr M

InS 9: Sustainability in the home

We have been discussing different ways to reduce the impacts of climate change and limit it’s consequences. The goal here is to achieve sustainability?

Sustainability is achieved when any process that interacts with the environment replenishes what it uses so that the process is capable of continuing in perpetuity.  If resources are used faster than they can replenish, then it is unsustainable.

Your first project will require you to address our statement of inquiry for this unit:

In order to create a more sustainable community, we must be innovators.”

You will create a presentation explaining how you can reduce energy consumption in your home or YIS or Yokohama through innovation in order to make it more sustainable

  • Groups of 2 or 3
  • Working towards sustainability and energy saving
  • Gain an understanding of energy consumption (bills, statistics etc)
  • Describe ways you could save energy ? You can think outside the box in terms of technology or ways to reduce other resources in order to achieve sustainability
  • Explain how you will implement the ideas – get family/school/city on board/make them do it?
  • Think about conservation, recycling, reduction, reuse, substitution

This is a presentation, maximum 5 minutes long. Can be done in any way you like. Be creative!!

Here is an example


Hyperlink your work here

Due date:

9A: February 6th

9C: February 14th

InS 10: Article Analysis Assessment

We have been discussing market failure and externalities. The importance of understanding these things is so that stakeholders (businesses, governments, city planners etc) can allocate resources in order to produce the right amount of any given product or service.

First, here are a few important vocabulary terms: 

  • Externalities (When a 3rd party is directly affected by the good or service that they are not consuming or producing themselves, such as second hand smoke).
  • Merit Goods (good goods, that affect the person NOT consuming/producing the good such as medicines) These are often Public Goods.
  • Demerit Goods (bad goods such as pollution and cigarettes)

Another way to put it is that we want to maximize our utility (happiness) or “Equilibrium” level. It means that the perfect amount of the good or service is produced and consumed.

  • So for example, you eat a bite of ice cream, that first bite would taste the best. But then you eat another and another until you get to the point at which you are completely satisfied (the 9th bite). If you were to eat one more bite it (10) it would make you feel a bit sick. You would not consume another bite if it was to have a negative effect on you (therefore, make you feel ill) so your utility would be maximized at the 9th bite.
  • Inversely, if we do not produce or consume enough of something (say a vaccine for malaria) then we are not at equilibrium or the socially optimal level as there are still people who would  like the good or service but cannot get it. So we need the someone else to intervene and help, this is where the government comes in. They help subsidize the production of the merit good.

Your first assessment with be analyzing economic activities in order to identify the market failure, externalities and solutions to reach equilibrium:

You will need to take an article from the news ( maybe use one of these ) and using the topic of market failure, explain what the problem is (why the market has failed) and how the government could step in to solve the problem through the use of a subsidy or a tax.


1) Summarise what the main point of the article is – point out any controversy
2) Explain why the market is failing to be efficient (at equilibrium)
3) Identify the private and third party costs and or benefits
4) Identify the stakeholders in the market and explain if they are hurt or helped and why
5) Explain 2 or 3 possible solutions and evaluate how well they might work given the context of the situation. Evaluate which one is best suited to address the imbalance.
You may use a digram to explain your reasoning.

Judgments are made that are supported by effective and balanced reasoning.

  • Make judgments – be specific about what you think.

  • Support judgments with appropriate reasoning – explain why you came to that conclusion and mention the evidence you have for making assumptions or synthesising points.

Consider alternative points of view (be clear about specific stakeholders) or alternative outcomes to the ones you have discussed. Also support these alternatives or rank in order of priority/effectiveness. Give room for claims and their counterclaims.

Here is an example. 

In groups of 2: Pick a recent article depicting a market failure and analyze it using the 5 points above. You will present your findings to the class.

  • Presentations should be between 3 and 5 minutes long
  • You may record a video

Hyperlink your presentations here.

TSC (A, C, D)

Due date: Monday January 29th (2nd semester)

InS 9: Management Strategies to reduce the impacts of Climate Change

We have discussed the causes and consequences of climate change.

  • What are the main causes?
  • What are the main consequences?
  • How can we limit the negative consequences of climate change?


In groups of 2 or 3, you will describe a specific way that we can reduce carbon emissions or mitigate it’s impacts. Explain the benefits and drawbacks of using this strategy in limiting GCC and it’s impacts. Use pictures when possible.

  • Anaerobic digestion
  • Mechanical Biological treatment
  • Gasification by pyrolysis
  • Incineration
  • Resource substitution
  • Geo-engineering
  • Carbon taxes
  • COP 21 and the Paris Accord
  • Planned relocation

Complete your slides here: 9A9C

InS 9: Climate change

The next unit will be about energy production, consumption and conservation.

Part 1:

  • First, what is climate change?
  • What are green house gases? Where do they come from?
  • What is the difference between climate change and the greenhouse effect?
  • What are the consequences of climate change on people and nature?
  • What strategies are used to reduce climate change and its impacts?

In groups, you will answer one of the following questions and present your answers to the class. Use visuals as much as possible.

  1. Create a labeled diagram (poster) explaining the functioning of the greenhouse effect, including the amount of incoming solar radiation absorbed and reflected in/by the atmosphere, clouds, the earth, ice and the ocean
  2.  Explain the main lines of the debate over the existence of climate change? Show both sides of the issue, and evaluate their validity.
  3. List the main (most abundant) greenhouse gases, where they come from and list their different level of “global warming potential”
  4. What major human activities are the main causes of greenhouse gas increase? Explain each activity and the way it releases GHG
  5.  Which nations are the biggest GHG producers? Give a list of each nations and their main source of GHG production.
  6. What does the WWF say about how you could become more energy efficient? Research a few other new technologies that can reduce domestic carbon footprint.
  7. List the possible consequences of global temperature change in terms of:
    1. Agriculture
    2. Water resources
    3. Forestry and ecosystems
    4. Human Health
    5. Extreme weather events.

Include you slides on this presentation: 9A, 9C


InS 10: Introduction to Market Failure

In groups, discuss:

  • What do you know about pricing?
  • How do companies calculate the cost of a good?
  • Why are similar goods sometimes priced differently?
  • Why are goods different prices in different places?

Once again:

  • What is supply and demand?
  • Give a concrete example

What is missing in the supply and demand equation?


Market failure is when pricing mechanism leads to an inefficient allocation of (scarce) resources and loss of economic welfare

Today, we will only consider 2 types of market failure: positive and negative externalities

Externalities are the consequence of an industrial or commercial activity which affects other parties without this being reflected in market prices

  • What is not included in the price of:
    • Cigarettes?
    • Cars?
    • Tree planting?
    • Education?

How can we adjust prices, now that we know their externalities?


Externalities do not have to be about pricing. Any activity that has an unintended impact on a third party can be seen as an externality.


Here is another way to put it:

Exercise 1: In your table groups

  1. Define and give one example of:
  • Private cost
  • Social cost
  • Social benefit

2. Explain 2 positive and 2 negative externalities  in the school. (Social benefit and social cost)


Exercise 2:  In groups of 2

Read one of the following articles, describe it to the class while explaining:

Exercise 3: As a class, we will play Externalities Mystery!

You will be divided into 8 groups of 2 or 3

  • Each group will briefly explain wether the hospital should be built or not, base don their card’s perspective.
  • We will then have small discussions on wether or not the hospital construction should go ahead.
    • What were the reasons for your decision?
    • Why were those reasons more significant than any other reason?
    • What other factors might it depend on?
    • What else might you want to know before making a final choice?


  • Which costs are private costs/benefits, and which are external?
  • Can we put a value on any of these externalities?
  • Who is likely to benefit/suffer the most as a result of the hospital project?

If time:

How is Christmas an externality?

Or spot all the externalities in Dr Seuss’ the Lorax

InS 10 – Kamakura Beach Study Write-Up

Now that we have collected all of our data, it is time to put it all together.

First, make sure all of your paper data is inputed here

PART 2 – graphing results, analysis, conclusion and evaluation

Please use clear headings for these sections.


First you will graph your data in order to analyse your findings

* Note – Graphs can be computer generated or done by hand and must have titles, referred to and be integrated into the text, where you talk about them. You should use a variety of suitable graphs to display data. They must be clear, have labelled/numbered axis and titled. Be as creative as you want when illustrating all of your work.

Write your analysis under the headings of each Hypotheses. You will state what we expected with reference to our studies on coastal processes and landforms.( use what we have learned in class! ) You will analyse ( describe and explain ) the data you collected with regard to the expectations of a destructive beach, and state whether or not you have proved or disproved each hypothesis. DO NOT ANSWER THE RESEARCH QUESTION. You will do this in the conclusion. 

Graphing suggestions:

  1. The beach gradient is steeper towards the back of the beach
  • Create a beach profile by graphing the angle of slope from each quadrat of your transect and analyse this bearing in mind what we know about a destructive profile (use class averages)
  • 3D graphing on Excel
  1. Beach material will be larger and more angular towards the back of the beach
  1. The waves will be high ( 1 metre or more ) and frequent ( more than 12 per minute )
  • Use a table or pictograph to illustrate the data and graph the 2 class averages.
  1. There will be a strong longshore drift
  • Analyse your findings referring to prevailing wind, direction of movement  and time taken for any movement of material over 10m. If it is over 3m per minute then it is considered strong.

         5. There is natural evidence (erosional landforms) and evidence of Mitigation (man-made defences) which illustrate that show            the beach is being destroyed.

  • Using a field sketch and the observational notes you made as well as photographs present any evidence of the above. Use lots of photos and be creative here. Annotate your photographs to show what they illustrate.


Sum up what you found. Are your hypotheses mainly proven or disproven?  Go through each hypothesis and state whether it’s proved or disproved, based on the summary of your findings you will conclude and give your answer to the question: “ Is the beach at Kamakura Inmuragasaki a destructive beach?”


Briefly evaluate (discuss positive and negatives)

  1. the methods and how these might have been improved (not the execution of your peers!)
  2. suggest how the study/methodology might be improved 
  3. how the study might be extended.

TSC for this  A, B, C & D

Hyperlink your work here

Due date: 

10A: Wednesday December 6th

10C: Tuesday December 5th

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