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Acknowledgements

Ordnance Survey Maps on pages 46, 83, 105 and 128 are reproduced by permission of Ordnance Survey on behalf of HMSO. © Crown copyright 2013. All rights reserved. Ordnance Survey Licence number 100047450.

The text extract on p. iv of the Introduction has been quoted from p. 6–7 of the National 5 Geography Course Specification, and has been reproduced with the permission of the Scottish Qualifications Authority.

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© Calvin Clarke and Susan Clarke 2013

First published in 2013 by

Hodder Gibson, an imprint of Hodder Education,

An Hachette UK Company

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Impression number |    5 4 3 2 1
Year |    2017 2016 2015 2014 2013

ISBN: 978 1444 187434
eISBN: 978 1471 873577

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Introduction

This book has been written to cover Unit 1 of the Scottish Qualification Authority’s National 4 and National 5 Geography courses.

Unit 1: Physical Environments

The Course Specifications for National 4 and National 5 state:

In this Unit, learners will develop geographical skills and techniques in the context of physical environments. Learners will develop a knowledge and understanding of the processes and interactions at work within physical environments. Key topics include: location of landscape type; formation of key landscape features; land use management and sustainability; and weather. Learners will study a selection of landscape types from contexts within Scotland and/or the UK. Landscape types will be chosen from: glaciated upland; upland limestone; coastlines of erosion and deposition; and rivers and their valleys. Personalisation and choice is possible through the landscape types and areas chosen for study.

Students have a choice of study between:

Either | glaciated uplands and coastal landscapes
Or | upland limestone and rivers and their valleys.

All four landscape types are included in this book for the benefit of students who study National 4 (N4) one year and National 5 (N5) the next.

Whichever choice the students make, they must study the physical landscape and uses of both landscape types but they only need to study land use conflicts in one of the landscape types. In this book, land use conflicts are covered more thoroughly for glaciated uplands and upland limestone.

Each chapter contains N4-level and N5-level questions and Activities. They are designed to develop a knowledge and understanding of physical environments and weather in the UK but also to develop a range of skills. These include the unit-specific mapping skills in Outcome 1 but also skills such as literacy, numeracy, enterprise, citizenship and thinking skills. The N4 and N5 questions are mostly similar in style to examination questions; the Activities test the same concepts but encourage active learning and the development of a wider range of skills.

Answers to questions at N4 and N5 are differentiated chiefly according to the amount of detail given. As a result N4 questions in this book are mostly worth 2–4 marks, while N5 questions are worth 3–6 marks. The Activities are differentiated by student response.

Each chapter in the book begins by stating the learning intentions. At the end of the chapter students are asked to self-assess their understanding of these learning intentions using the traffic-light system. A photocopiable checklist for all the learning intentions is found at the back of this book for students to use. This ‘I can do’ self-assessment approach is explained to students on the following page.

‘I can do’

Each chapter in this book has a box at the beginning outlining what you will be learning and what you should be able to do after you have completed the N4/N5 questions and Activities.

This chapter looks at how weathering affects our landscapes.

By the end of this chapter, you should be able to:

•  describe the two main types of weathering

•  explain how rock types affect the rate of weathering

•  explain how the weather affects weathering processes.

It is very important that you feel confident about these as you will be assessed on them.

After you have completed each chapter, you will be asked to fill out the ‘I can do’ boxes for that chapter. These can be found at the back of the book on pages 139–144.

The ‘I can do’ checklist outlines all of the learning intentions for every chapter within this book. You need to fill it out based on how well you understood the information in the chapter. It is a ‘traffic light’ system:

Now complete the ‘I can do’ boxes for this chapter.

•  RED means that you DO NOT FEEL THAT YOU UNDERSTAND THIS AND DON’T THINK YOU CAN DO THIS NOW.

•  YELLOW means that you THINK YOU CAN DO MOST OF IT BUT YOU STILL HAVE SOME PROBLEMS.

•  GREEN means that you FULLY UNDERSTAND THIS AND YOU CAN DO IT WITHOUT ANY DIFFICULTY.

On the ‘I can do’ checklist, there is also a space for comments. It is worthwhile taking a few minutes to write a few comments about the chapter, as they will prove very helpful when you start revising. See the example below.