Category: IBDP (page 1 of 19)

Work for Tuesday and Wednesday March 28 and 29

Hi all,

I will be absent on Tuesday and Wednesday to take the grade 11 Geo students to Shimoda to conduct their Internal Assessment on Coastal Erosion.

Here is the work for these 2 days

Grade 12: Do Exercises 1 (Tue) and 2 (Wed) of Political Outcomes. In the unlikely event of you guys finishing early, please complete the vocabulary list.

Grade 9: Please put your signed permission forms on the whiteboard

  • Tuesday:
    • 9C work on presentations, (if you are done you may present today)
    • 9A present your tourism projects, then begin Kamakura project (below)
  • Wednesday:
    • 9C present your tourism projects, then begin Kamakura project (below)
    • 9A continue Kamakura project (below)

Kamakura Project Part 1: Introduction: (Summative)

When you are done with presentations, get in these groups and begin the introduction to  your Kamakura field trip project. You need to gain an understanding of Kamakura tourism and history.

Each group needs:

  1. In 200 words or less:
    1.  Give some information on attractions, patterns and trends of tourism in Kamakura.
    2. Give some information on the history of Kamakura.
    3. Describe the location of Kamakura. You should include a written description which includes the distance from Tokyo, compass directions and physical features. (mountains, rivers, oceans etc
  2. Two hand-drawn, color maps with titles, number, north arrow, key and scale
    1. A map of Japan showing location of Kamakura (Example)
    2. A map of Kamakura, including our areas of research, main roads, physical features and important touristic features

Due next week

Work for Friday March 10th

Hi guys,

I will be in Iwate today, volunteering wth the Snow club for Chill Japan.

Here is the work:

Grade 12: Do Exercise 2 of Socio-cultural exchanges.  If you finish early you can start working on your holiday homework.

Grade 9A: Complete exercises 1 and 2 of the Tourism Introduction blogpost. You will present your destinations on Tuesday March 28th, the first class when we get back from break.

Have a great break, relax and have fun!!!!

IB 12 Homework for the holidays

 

In addition you should watch a (1) documentary film related to an issue we have studied (or will study) in class and be ready to discuss it during the first class of January.

Here are some suggestions, but you can rent a DVD or browse sites like youtube or   http://topdocumentaryfilms.com/ if you want to find something that really interests you.

Remember, the course topics are:

  • P1: Population in Transition
  • P1: Disparities in Wealth in Development
  • P1: Patterns in Environmental Quality and Sustainability
  • P1:Patterns in resource consumptions
  • P2: Oceans and their Coastal Margins
  • P2: Hazards and Disasters
  • P2: The Geography of Food and Health (HL only)
  • P3: HL extension: Globalization (see all topics in IB guide) (HL only)

Here are a few suggestions

Addicted to Aid (disparity, HL extension, food)

Demographic Winter (population)

Earthlings (food)

Acidic Oceans (coasts)

Life and Debt (development, aid, financial flows, disparity)

Welcome to Lagos. (development, urbanization, disparity)

China from the Inside (development, disparity)

How the Banks Won (financial flows) (HL)

Sicko (health, disparity)

The Inside Job (financial flows, development, disparity)

The Oil Factor (financial flows, resources, environment)

The End of Oil (resources)

The Curse of Oil (Resources)

The Great Challenge: Oil (Resources)

Fuel (financial flows, resources, environment)

Manufactured Landscapes (development, disparity)

Flow: For Love of Water (food, development, environment, disparity)

Deep sea (coasts)

The Death of Oceans (coasts)

The Cove (coasts)

The 11th Hour (resources, environment)

Earth: The Climate Wars (environment)

The End of the Line (coasts, food)

Syria, Songs of Defiance (violence), (Disparity, HL extension)

Occupation 101: Voices of the silent Majority (violence), (Disparity, HL extension)

The Future of Food (food and health)

What in the World are they Spraying?  (Food and health)
 
The World According to Monsanto (food and health)

Fast Food, Fat Profits  (food and health)

Super Hurricanes (hazards)

When the levees broke (hazard)

NOVA: Japan’s Killer quake (hazards)

Then and Now: Ishinomaki (hazards)

Inside Tchernobyl (hazards, HL extension)

The Battle of Chernobyl (Hazards, HL extension)

Chernobyl Heart (Hazards, HL extension)

Arctic Meltdown lecture (coasts)

Battle for the Arctic (coasts)

Have a wonderful holiday! Get lots or rest and have fun!!!!

IBDP Hazards: Adjustment and Response

Haiti Response Game

Response:

Preparedness adjustments – Damage limitation



What other methods do you use to:

  • be prepared to an earthquake event
  • reduce risk
  • vulnerability

Modify the event:

Modify loss:

Quick, 1 per table group. Find one example the following in relation to either earthquakes, droughts, hurricanes or the Fukushima Disaster

  1. Risk assessment of a specific hazard event
  2. Preparedness adjustment
  3. Hazard event modification
  4. Modify loss

Next: Fill out this document. 

Then, for 2 of your case studies, (3/11, 01/12/10 -Haiti, Katrina, 2005-present US drought, Fukushima Daiichi) add a section titled: Assessment, Adjustment and Response and answer the following questions:

  1. What type of assessment was done prior to the disaster event?
  2. What was done to limit the hazard event itself?
  3. Describe strategies designed to limit the damage from the hazard event. (insurance, zoning, government policies, education etc)
  4. To what extent were the residents prepared for such an event?

Finally, answer these questions:

  1. What is the difference between rescue, rehabilitation and reconstruction?
  2. How are these responses affected by individual and community perceptions?
  3. For each of your (2) case studies, list the short-term, mid-term and long-term responses after the event.
  4. For each of your case studies, discuss the importance of re-assessing risk, and re-examining vulnerability, following the disaster.

IB 12: Hazards: Human Induced Disaster

  • Explain the characteristics and spatial distribution of any one recent human induced (technological) hazard (explosion or escape of hazardous material)
  • Distinguish between the chosen hazards in terms of spatial extent, predictability, frequency, magnitude, duration, speed of onset and effects
  • Explain the causes and impact of any one recent human induced hazard event or disaster
  • HL Extension: Describe one major pollution event affecting more than one country and examine the consequences of and response to this event.

Questions:

  • Was the Fukushima Nuclear accident a hazard event or a disaster?
  • Was it human induced? Justify your answer
  • Describe the geographic location of the Fukushima Daiichi Nuclear POwer Plant

What happened:

Take detailed notes of the causes of the event

Was it man-made? Start at 1:50

Take detailed notes on the human causes of the event. You will need to make that case in your essay introduction. 

Further reading on the report:

RT.com: Man-Made Disaster could have been avoided

BBC.com Japan Nuclear Disaster Man Made

New Scientist Fukushima nuclear disaster down to human factors

Exercise 1: List and explain the causes of the Fukushima Daiichi Disaster in terms of:

  • Geographic location
  • Tsumami and earthquake event
  • Political failings
  • Tepco’s lack of an emergency plan

Part 2: Impacts

You will read William T. Vollman’s Invisible and Insidious Living at the edge of Fukushima’s nuclear disaster over the holiday break.

In groups, create a short presentation and factsheet,  explaining  and giving precise examples of the impacts of the Fukushima Daiichi Disaster in terms of.  Include the basic details on your slide, and you will be asked questions from the class to fill the gaps.

  1. Social and demographic change (people living close to the plant, health issues, IDPs, etc
    1. The Ecologist
    2. The Other Sociologist
    3. Activist Post
  2. Political change (Review the report on man made disaster and empowerment of anti-nuclear movement)
    1. Cleanenergy.org
    2. Washington Post
    3. Globalresearch.ca
    4. Spiegel Online
    5. Issues.org
    6. The Guardian
    7. See readings on teh report above
  3. Economic loss (Local and national level)
    1. Physicians for Social Responsibility
    2. Forbes.com
    3. The Japan Times
    4. The Balance
    5. Japan Center for Economic Research
  4. (bigger group) Environmental degradation (local, national and international of land, air and water)
    1. include the spatial extent, predictability, frequency, magnitude, duration, speed of onset)
    2. Explain how it has affected more than one country
      1. Physicians for Social Responsibility
      2. Greenpeace
      3. Elsevier
      4. Dr Alex Rosen
      5. Global Research
      6. Oceanus Magazine
      7. PBS
      8. Daily KOS
      9. Deep Sea News

IB 12 Droughts

Bishop p. 111 – 116

  • Drought is an extended period of dry weather leading to conditions of extreme dryness.
  • It is a characteristic of moisture deficiency, when lower than normal rainfal occurs for an extended period of time.
  • Because the ecosystem and/or human system is adapted to a certain amount of rainfall, the deficit will have a negative impact.
  • Impact will vary depending on evapotranspiration,  runoff and infiltration.
  • “For a drought to develop the lack of rainfall must be enough to cause the soil and groundwater stores to decline” (Bishop, 111)
  • There is a difference between drought, aridity and desertification (see Bishop table 6.5, p. 112)
  • Mainly in semi-arid areas
  • Large human influence

Pictures of the ongoing California drought

Thake your notes on this shared google doc: IB12 -Hazards -Droughts

Define:  drought

Define flash floods:


1. Use this link to define, in your own words, the following terms:

  1. Meteorological drought
  2. Hydrological drought
  3. Agricultural drought
  4. Socio-economic drought

2. Find a map of the global distribution of droughts and their severity, and write a short description of the spacial distribution of droughts.

3. Explain the difference with your answer in Q2 and the global distribution of drought mortality

7293-23FBDFFBB3D9F5328525731600496F62-ciesin_DR_wrl050529

 

3. Explain the four physical reasons why droughts are more prominent in certain areas:

  1. Continentality
  2. Cold ocean currents
  3. ITCZ
  4. Rain-shadow effect

4. Describe:

  • the main features  of the Palmer Drought Indices and evaluate its efficiency in comparing droughts
  • The method of measuring rainfall

5 describe the following characteristics of droughts:

  1. Frequency
  2. Duration
  3. Speed of onset
  4. Areal extent
  5. Spatial dispersion
  6. Regularity

6. Case study: California / American South West  drought of 2012

Details:

  • Santa Barabra County, California
  • Santa Ynez River
  • Lake Cachuma
  • Gibraltar Reservoir
  • Jameson Lake

hydroarvmap(091515)

 

 

 

 

 

 

 

 

 

 

 

 

CO-River-Basin

Visit NBCNews.com for breaking news, world news, and news about the economy

Complete the case study questions on the doc:

Each of of you will read one article from MSNBC’s California drought special report or http://ca.gov/drought,  ormy diigo and briefly explain it to the rest of the class. 

Make sure these areas are covered:

  • Will El Nino end the drought?
  • Causes
  • Response
  • Prevention / management strategy (reduce use by 25%)
  • Land use planning
  • Economic impact
  • Measuring the drought
  • Social impacts
  • Environmental impacts
  • prediction

 

IB 12: Risk

Socratic discussion:

  • Define Risk
  • What is the difference between risk and vulnerability?
  • What variables are used to measure the Saffir Simpson Scale?
  • How do they predict hurricanes? How accurate are they?
  • What are the main threats of a hurricane? Name 3
  • How can we predict hurricanes?
  • What factors make a population more vulnerable to hurricanes?

Discuss these issues with Katrina as a Case study

5.2.1.0 Risk Assessment Process

source: http://www.ready.gov/risk-assessment

  • Examine the relationships between the degree of risk posed by a hazard and the probability of a hazard event occurring, the predicted losses and a community’s preparedness for it.
  • Explain the reasons why individuals and communities often underestimate the probability of hazard events occurring.
  • Discuss the factors that determine an individual’s perception of the risk posed by hazards.

Exercise 1: 

In your CS Hurricane CS notes, find the following values of a hurricane

  1. —Frequency
  2. —Duration
  3. —Areal Extent
  4. —Speed of onset
  5. —Spatial dispersion
  6. —Regularity

Exercise 2:

Image below: These are images showing sea surface temperature (left) and sea surface heights (right) from Augut 24th to the 29th. The dots indicate the location and intensity of Hurricane Katrina (circle data from the National Hurricane Center). Image credit: NOAA

148071main_Katrina_SSHeights

 

 

 

 

 

 

  1. Describe Katrina’s intensity and direction [3 + 3]
  2.  Explain the relationship between intensity and sea surface temperature [4]

Exercise 3: Risk: Exposure of people to a hazardous event

Based on your Bishop reading p. 13,14. Complete the following questions:

  1. Define Risk [2]
  2. Basing your observation on the Park model, evaluate the risk to hurricanes of the people of New Orleans in August 2005. [10]

IB-12 Anatomy of a Hurricane

Create a new google doc for you Hurricane CS:

Part 1:

Homework for Thursday: read Bishop p. 92 to 104 and the suggested readings below

IB outcomes:

Distinguish between the chosen hazards in terms of their spatial extent, predictability, frequency, magnitude, duration, speed of onset and effects.

Examine the relationships between the degree of risk posed by a hazard and the probability of a hazard event occurring, the predicted losses and a community’s preparedness for it.

Explain the reasons why individuals and communities often underestimate the probability of hazard events

occurring.

Discuss the factors that determine an individual’s perception of the risk posed by hazards.

Suggested readings:

 

Coriolis effect

Wait! According to this, shouldn’t Hurricanes spin clockwise in the Northern hemisphere and counter clockwise in the souther?

Comment on the pattern,  direction, magnitude, duration and spatial extent of hurricanes in 2008

Now have a look at Katrina!


Case study: Inside Hurricane Katrina

Questions: 

  1. With the use of an annotated graph, explain the formation of hurricanes [5]
  2. How informed about hurricane risk were the people in the areas affected by Katrina? [4]
  3. How did the level of knowledge vary between different demographic, political and socio-economic groups?  [2+2+2]
  4. Why did some people underestimate Katrina’s impact? [5]
  5. How accurate were the predictions of the  magnitude of Katrina? How did they achieve such predictions? [5]
  6. Attitudes: Explain two different attitude of the people towards the hurricane risk? [2+2]
  7. Attitudes: How did attitudes vary between different demographic, political and socio-economic groups? [3]
  8. Practices: Did people act in the most appropriate way given their knowledge about the risk posed by hurricanes? [4]
  9. Practices: How did actions vary between different demographic, political and socio-economic groups? [3]
  10. What is the relationship between the degree of risk posed by hurricanes in New Orleans and: [2+2+2]
    1. the probability of the hazard event to occur
    2. the predicted losses
    3. the community’s preparedness

We will discuss the answers together.

In Groups:

  • Examine the methods used to make estimates (predictions) of the probability (in time and space) of hazard events occurring, and of their potential impact on lives and property.
  • Discuss these methods by examining case studies relating to two different hazard types.

You will be divided in four groups.

You need to answer one of these questions:

  1. How do we make estimates (predictions) of the probability (in time and space) of earthquakes events occurring, and of their potential impact on lives and property.
  2. How do we make estimates (predictions) of the probability (in time and space) of hurricanes events occurring, and of their potential impact on lives and property.
  3. How did Japan make estimates (predictions) of the probability (in time and space) of 3/11 occurring, and of its potential impact on lives and property.
  4. How did the USA make estimates (predictions) of the probability (in time and space) of Hurricane Katrina occurring, and of its potential impact on lives and property.

You will present your answer in 20 minutes. Every group member must be a part of the presentation. No powerpoint.

Each group member must do one of the following throughout the presentation:

  • Sing
  • Mime
  • Dance
  • Draw

IB 12: Vulnerability and Earthquake CS

Explain the reasons why people live in hazardous areas.

Discuss vulnerability as a function of demographic and socio-economic factors, and of a community’s preparedness and ability to deal with a hazard event when it occurs.

Explain the reasons for some sectors of a population being more vulnerable than others

Describe strategies designed to limit the damage from potential hazard events and disasters.

  • Discussion:

Why do people live in vulnerable areas?

  • What are the benefits?
  • What are the risks?
  • Can people be forced to live somewhere?
  • How do we rationalise risk?
  • How does our perception of hazards change? (Bishop p. 22)
  • Can population growth increase risk?

Haiti: Stop at 8:00

Exercise 1:

Groups 1 and 2: 5 people/group

Create a 5 minute presentation and factsheet with visual aids for one of these earthquake event:

Include all your notes in the earthquake CS document.

  • 3/11/11 Japanese earthquake
  • 12/01/10 Haiti earthquake

—Include:

Population preparedness

  • Population size
  • population density
  • GNI per capita
  • HDI ranking
  • Early warning system in place
  • Government expenditures on hazard prevention and response
  • Building regulations
  • Emergency drills
  • Public education of emergency drills
  • Emergency personnel

The Disaster (Hazard Event)

  • Map with fault zone and epicenter
  • Magnitude
  • Time of day
  • Duration
  • Areal extent
  • Speed of onset
  • Types of waves
  • Types of faults
  • Basic vocabulary

Describe the damage done in terms of:

  • Death toll
  • Injury
  • Insurance claim
  • ground shaking
  • liquefaction
  • Tsunamis
  • Landslides
  • Fires
  • Long term consequences

Group 3: 2 people

  • Using the worldwide earthquake statistics from USGS.gov, calculate the average number of earthquake/year for each of the following categories, in the past three decades:
    • 6 to 6.9
    • 7 to 7.9
    • 8+
Richter scale magnitude 80s avg/year 90s avg/year 00s avg/year
Magnitude 6-6.9 98 133 146
Magnitude 7-7.9 10.1 14.7 13
Magnitude 8+ 0.4 0.6 1.3

 Then, answer the following questions:

  • What conclusion can you gather from the calculations you have completed?
  • Can you predict the number of earthquakes that will happen in a given year? Decade?
  • How could you make more accurate predictions?

2. Find an article describing methods of earthquake prediction associated to 2 of the following. Describe the method and evaluate its efficiency in predicting earthquake events.

  • Seismicity
  • Changes in the ionosphere
  • Electromagnetic indicators
  • Unusual animal behavior

3:  Explain the key principles of the Richter scale

You will present your response with with shared notes at the end of next class. 

Part 2:

On your shared CS notes, comment on the relief provided,

Consider:

  • vulnerability
  • social issues
  • government response
  • international help
  • communication lines
  • infrastructure
  • public education
  • economic expenditures

Watch 2:30 to 7:00 and 9:00 to 16:00

Summing up:

Discuss vulnerability as a function of demographic and socio-economic factors, and of a community’s preparedness and ability to deal with a hazard event when it occurs.

IB style question: Using examples, examine the demographic and socio-economic factors that affect the vulnerability of a community to hazard events. [10] Markscheme

IB 12: Plate Tectonics and Earthquakes

IB outcome:

Explain the characteristics and spatial distribution of Earthquakes

This is will also be used for the first part of Oceans and their Coastal Margins: Morphology of Oceans:

  • Describe the main features of oceanic crust and ocean floor morphology.
  • Explain the occurrence of oceanic volcanic features, trenches, transform faults, mid-ocean ridges and rifts in terms of plate margins.

Tectonics:

Exercise 1:

Copy and complete this table:

Type of plate boundary Name of boundary Resulting landform / example Picture Process
Divergent (constructive)  mid ocean ridge
Convergent (destructive)
Transform (conservative)
Oceanic Continental Convergence
Continental-Continental Convergence
Plate Boundary Zone
Hotspot

 

 

LESSON 2

This just might be the best video I have ever shown you:

Here’s a better, less entertaining one:

P, S Love and Rayleigh waves

Exercise 2:

  • Using Bishop p. 40 to 46
  • 4 groups – one drawer
  • You have 7 minutes to draw, on the board a labeled diagram of an earthquake event, including: [6]
    • Types of waves
    • Types of faults
    • Basic vocabulary
    • ground shaking
    • liquefaction
    • Tsunamis
    • Landslides
    • Fires
    • Explain the key principles of the Richter scale
  • Best diagram wins an awesome prize!
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