GR11 LEARNER ACTIVITIES TERM 1

GRADE 11

LEARNER ACTIVITIES

TERM 1
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GR11 LEARNER ACTIVITIES TERM 1

THE ATMOSPHERE
Global Air Circulation and Weather Map Application
1 Global circulation; World pressure belts; Tri-cellular circulation 4
2 Pressure gradient, Coriolis force and Geostrophic wind/flow; Fohn winds 5-6
3 Synoptic weather map 7-8
4 Global air circulation – Multiple choice 9
5 World pressure belts 10
6 Global air circulation – Fill in the missing word; Synoptic Weather map 11
7 Global air circulation – Fill in the missing word 12
8 Pressure gradient, Coriolis force and Geostrophic wind/flow; The 13
relationship between air temperature, air pressure and wind.
9 Monsoon winds 14
10 Global air circulation, World Pressure Belts, Pressure Gradient Force 15
11 Global air circulation – Provide terms for the description 16
12 Monsoon winds 17
13 Global air circulation, World Pressure Belts, Pressure Gradient Force 18
14 Tri-cellular circulation 19
15 Synoptic weather map 20
16 Synoptic weather map 21-22
17 Monsoon winds 23
18 Synoptic Weather map 24
19 Weather station model 25
20 Global air circulation – Provide terms for the description 26
21 Synoptic Weather map 26-27
22 Global circulation and winds; World pressure belts; Tri-cellular circulation 28
23 Global air circulation – Provide terms for the description 29
24 Monsoon winds 30
25 Fohn winds 31
26 Pressure gradient, Coriolis force and Geostrophic wind/flow 32
27 Pressure belts, planetary winds, coriolis force and tri-cellular circulation 33
28 Tri-cellular circulation 34
29 Tri-cellular circulation 35

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30 Synoptic weather map – multiple choice 36-38

31 Global air circulation 39
32 Fohn winds 40
33 Monsoon winds 41
34 World pressure belts 42
35 Influence of subsidence and convergence on rainfall in Africa 43
36 Synoptic weather map 44-45
37 Fohn winds 46
38 Synoptic weather map 47-48
39 Fohn winds 49
40 Global air circulation – Provide terms for the description 50
41 Synoptic weather map 51-52
Droughts and Desertification
42 Droughts 53
43 Desertification 54
44 Droughts 54
45 Droughts 55
46 Droughts 56
47 Droughts 57
48 Droughts and desertification 58-59
49 Droughts and desertification 60-61
50 Desertification 62
51 Drought 63
52 Drought 64
53 Desertification 65

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THE ATMOSPHERE

Global Air Circulation and Weather Map Application

Activity 1
1.3 Study the diagram below and answer the questions that follow:

Polar
Tropopause
front

Troposphere
Height in km

G
F
E

North Pole
Equator
Pressure
belts

A B C
D

1.3.1 Label the pressure belts A-D. 4x2=(8)

1.3.2 Explain shortly what causes these pressure belts. 4x2=(8)
1.3.3 Name the cells of circulation at E, F and G. 3x2=(6)
1.3.4 Where is the ITCZ located? 1x2=(2)
1.3.5 Explain how air circulation the development of cell C causes. 4x2=(8)
[32]

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Activity 2
2.1 Make use of the following diagram to complete the statements. Only write
down the correct answer next to the question number.

F
E

Isobars

2.1.1 Air move from (A)to(B). 2x2=(4)

2.1.2 C force the air in the direction of B and is known as the ______. 1x2=(2)
2.1.3 D force the air in the direction of A and is known as the ______. 1x2=(2)
2.1.4 The type of flow arising from this is known as_____________. 1x2=(2)
2.1.5 F indicates the ______. 1x2=(2)
[12]

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2.2 Make use of the following diagram which represents a Föhn wind and answer
the questions that follow.

2.2.1 Explain what a Föhnwind is. 2x2=(4)

2.2.2 Describe how this wind develop. 5x2=(10)
2.2.3 Name TWO consequences of this wind. 2x2=(4)
[18]

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Activity 3
2.4 Make use of the Synoptic weather map attached and choose the correct word
in brackets. Only write down the correct answer next to the question number.

2.4.1 The lines on the map that joins places with the same pressure is 1x2=(2)
(isobars / contours).
2.4.2 The pressure gradient at Gough island is very ( gradual / steep). 1x2=(2)
2.4.3 It is (winter / summer) conditions on the map. 1x2=(2)
2.4.4 They predict (snow / hail) for Marion island. 1x2=(2)
2.4.5 The wind direction for Pretoria is (northeast / southwest). 1x2=(2)
[10]

2.5 Answer the following questions on the reading and interpreting synoptic
weather maps.

2.5.1 Draw a high pressure cell and indicate the following on the sketch:
a. The air pressure – use three isobars and make the highest air (2)
pressure 1028 hPa
b. Air circulation in the Southern Hemisphere. (2)
c. Gradual pressure gradient. (2)

[6]

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Activity 4
1.1 Choose the correct description from Column B to fit the correct word in column A.
Only write down the correct letter next to the question number, e.g. 1.1.1 – K.

COLUMN A COLUMN B
1.1.1 Insolation A Change in pressure measured over a
distance.
1.1.2 Trade winds B Zone where two air masses with
different temperatures meet.
1.1.3 Pressure gradient C Inflow of air to a low pressure
1.1.4 Geostrophic flow D Incoming solar radiation
1.1.5 Ocean currents E 21 December
1.1.6 Intertropical Convergence Zone F Huge “conveyerbelts” that transports
heat energy from areas with a surplus to
areas with a shortage.
1.1.7 Front G Zone where two tropical easterlies
meet.
1.1.8 Convergence H Blows from a high pressure system to
the equator. .
1.1.9 divergence I 21 June
1.1.10 summer solstice J Balance between pressure gradient
force and Coriolis force.
K Outflow of air from a high pressure.
L Maritime climate

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Activity 5
1.3 .Refer to the following figure that represents the global wind belts and answer the
questions that follow.

1.4.1 What is responsible for the existence of the coriolis force? 1x2=(2)
1.4.2 Identify the planetary wind belts labelled A and B respectively. 2x2=(4)
[6]

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Activity 6
2.2 Complete the following sentences by only writing down the word that is
missing in you answer book.

2.2.1 Weather maps indicate atmospheric pressure with (1)

__________________. .
2.2.2 Where atmospheric pressure in the centre 1020 hPa is, and decreases (1)
as it goes out, is called a ______________ cell.
2.2.3 The unit for air pressure is ________________. (1)
2.2.4 An extended low pressure is called a ______________ . (1)
2.2.5 At the equator, air _______________ from the north and south and (1)
therefore it rises. .
[5]

2.5 Make use of the following synoptic weather map to answer the questions
that follow.

2.5.1 Name the cells A and B. 2x2=(4)

2.5.2 Name the front at D. 1x2=(2)
2.5.3 Where does the wind blow the strongest, at A or B? 1x2=(2)
2.5.4 Give a reason for you answer to question 2.5.3. 1x2=(2)
2.5.5 Describe the weather conditions at Durban. 5x1=(5)
[15]

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Activity 7
1.1 Complete the following statements by choosing a word/term from the list
below. Write only the word/term next to the question number (1.1.1 to 1.1.5) in
your ANSWER BOOK.

Solstice, conduction, Net radiation surplus; net radiation loss;

albedo; revolves; ocean currents; radiation

1.1.1 An accumulation of heat from insolation is known as ______________. (1)

1.1.2 Time of the year when midday sun is directly overhead at Tropic of (1)
Cancer is called the _____________
1.1.3 _________ moderate the extreme temperatures of the equatorial and (1)
polar regions.
1.1.4 The transfer of heat through contact is a process of ___________. (1)
1.1.5 Incoming solar radiation that is reflected by the Earth’s surface is called (1)
______________
[5]

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Activity 8
2.1 Study the diagram below and answer the questions that follow.

2.1.1 Provide an appropriate label for the diagram. (1x1)=1

2.1.2 Explain one characteristic of the force, labelled A, in the diagram? (1x2)=2
2.1.3 Explain how the relationship between atmospheric temperature and pressure (2x1)=2
create wind.
2.1.4 How is geostrophic balance reached? Provide 3 facts. (3x1)=3
2.1.5 What effect will friction have on the process explained in 2.1.4? (1x2)=2
[10]

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Activity 9
2.4Refer to Figure A and B and answer the questions below:

Figure A Figure B

2.4.1 List THREE ways in which the air is moving around H in Figure A. (3x1)=3
2.4.2 Match Figure A and B to their respective season as illustrated in the (2x1)=2
diagrams.
2.4.3 State the season during which Cherrapunji will receive the most rain. (1x2)=2
2.4.4 What is the name given to these seasonal winds in India? (1x1)=1
[8]

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Activity 10

1.4) Primary circulation is a study of the Global air circulation. Refer to the diagram below when
answering the questions which follow.

1.4.1) Name the pressure belts at B and C 2x1 (2)

1.4.2) Identify winds I and J. 2x1 (2)

1.5) Winds move across the Earth’s surface, because a number of forces act on them.

1.5.1) Name wind at Z, and state how it forms. 1+2 (3)

1.5.2) Is the diagram above drawn for the Northern or Southern Hemisphere?
Motivate your answer with evidence from the diagram. 1 + 2 (3)

[10]

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Activity 11
2.1) Provide a Geographic term for each of the following descriptions. Write down only the
Question no. and the correct term next to it, E.G. 2.1.9) Ecology

2.1.1) The winds that blow from the Poles (90⁰S) towards 60⁰S
2.1.2) The wind that blows towards the land during the day.
2.1.3) A large body of air with similar characteristics.
2.1.4) The zone of contact between two different large bodies of air.
2.1.5) Water changes from a liquid to a gas.
2.1.6) The temperature at which condensation takes place.
2.1.7) The force that causes air to deflect as it blows across the latitudes.
2.1.8) The force that causes air to blow from a High pressure to a low pressure. (8)

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Activity 12
2.4) The diagram below shows the two different Monsoon seasons experienced by India every
year.

2.4.1) Which diagram is typical of summer, and which one is typical of winter? 1+1(2)
2.4.2) Will diagram A be a “WET MONSOON” or a “DRY MONSOON”?
Motivate your answer. 1 + 2x2 (5)

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Activity 13
2.1 Study figure 1 and answer the following questions.

2.1.1 What is the name of the line represented by the letter x? (1)

2.1.2 Letter A represents the pressure gradient force. Give a reason to support this
statement.(2)

2.1.3 Which letter represents the coriolis force? Give a reason for your answer. (2)

2.1.4 Name the resultant wind labelled c. (1)

2.1.5 Briefly describe how this wind (2.1.4) is formed. (4)

[10]

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Activity 14
2.2 Refer to figure 2 and answer the questions.

2.2.1 Supply the correct letter from the diagram for the following:

2.2.1.1 Polar cell (1)

2.2.1.2 Ferrel cell (1)

2.2.1.3 Hadley cell (1)

2.2.1.4 Equatorial low pressure (1)

2.2.1.5 Subtropical high pressure (1)

2.2.1.6 Polar high pressure (1) (6)

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Activity 15

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Activity 16

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Activity 17

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Activity 18
1.2. Refer to the map FIGURE 1.2. C is a mid-latitude cyclone and D is a tropical cyclone.
1.2.1 Name the planetary circulation cell named A
1.2.2 Name the planetary circulation cell named B
1.2.3 Name the pressure belt found at 30°N
1.2.4 Where does the feature marked C originate?
1.2.5 In which direction are the winds circling at the feature marked D? 5x1 [5]

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Activity 19
1.3. Refer to FIGURE 1.3 showing a weather station near Durban and answer the following questions:

1.3.1 Describe the weather being experienced at this weather station. 6x1 (6)

1.3.2 Would the atmosphere be stable or unstable where this station would be

located? Explain your answer. 2x1 (2)

1.3.3 What season would you say is being experienced? Give a reason to support your 2x1 (2)
answer.

1.3.4 The wind shown on the sketch is a surface wind. How would this wind differ in the
upper atmosphere? Draw a fully labeled diagram to illustrate this upper atmosphere
wind at Durban. 5x1 (5)

[15]

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Activity 20
2.2. Provide one word for the following phrase / definition:
2.2.1 An area of low pressure on synoptic weather map.
2.2.2 The direction in which a slope faces.
2.2.3 Lines joining points of equal pressure.
2.2.4 A warm wind which blows over the Alps.
2.2.5 The ocean current at along the South Coast of South Africa is the (Agulhas / Benguela)
current.
2.2.6 Waves of fast moving air found at high altitudes. 6x1 (6)

Activity 21
2.4. Refer to the synoptic chart FIGURE 2.4. and then answer the questions which follow:

2.4.1. Name the pressure cells at A and B. 2x1 (2)

2.4.2. Give the pressure in the centre of cells B and C. 2x1 (2)
2.4.3 Is the pressure gradient at D or E steeper? Give a reason for your answer.
2x1 (2)
2.4.4 In the form of a table, compare cells B and C with regard to the movement of air both in
and around each system. 2+2 (4)
2.4.5 If you were at sea near B, what type of weather could you expect to experience? Give
reasons for your answer. 4x1 (4)
2.4.6 Comment on the season depicted by this synoptic chart. Use map evidence to support
your answer. 4x1 (4)
[18]

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Activity 22

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Activity 23
1.2. Select from the list below a suitable term that matches the definition
provided below. Write only the question number (1.1.1- 1.1.7) and the term of
your choice, for example 1.1.1 geography.

Trade wind, Planetary winds, Global air circulation, Geostrophic wind, Front,
Atmospheric pressure , Coriolis force, Climatic region

1.2.1. The theoretical wind that would result from an exact balance between the
Coriolis force and the pressure gradient force.

1.2.2. An area over which temperature and rainfall conditions are very similar, and
different from those in other areas.
1.2.3. The force that exerted against a surface by the weight of a column of air
above the surface.
1.2.4. The boundary between air masses that have different characteristics.
1.2.5. Major winds that blow all year around over large expanses of the earth’s
surface.
1.2.6. Wind that blows in the tropics.
1.2.7. Large scale movement of air in the atmosphere.
(7)

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Activity 24
1.5. MONSOON WINDS

Study FIGURE 1.5 A and B below, before answering the questions below:

FIGURE 1.5. A B

1.5.1 Name the in-blowing winds over India in FIGURE 1.5. A. (1x2) (2)
1.5.2 Which season is depicted in FIGURE 1.5. B? (1x2) (2)
1.5.3 Where, in diagram A or B, would you predict heavy rain to fall over India?
Explain your prediction. (3x2) (6)
1.5.4 Provide ONE positive and ONE negative impact of this heavy rain over India.
(2x2) (4)

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Activity 25
1.6. Refer to FIGURE 1.6 showing the formation of a FOHN WIND. Use the figure
to answer the following questions.
1.6.1 Explain what a FOHN wind is. (1x2) (2)
1.6.2 Provide the name of a similar wind found in South Africa. (2x1) (2)
1.6.3 Explain why the precipitation will occur on the windward side of the
mountain. (2x2) (4)

1.6.4 Mention any TWO natural disasters that FOHN wind can cause. (2x1) (2)
1.6.5 Explain why wind will be warmer on the lower slopes on the leeward side of a
mountain, compare to a similar height above sea level on the windward slope.
(2x2) (4)

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Activity 26
2.3 PRESSURE GRADIENT, CORIOLIS FORCE AND GEOSTROPHIC WINDS
Refer to FIGURE 2.3 below before answering the questions that follow.
FIGURE 2.3

2.3.1. Provide the term for the force that causes winds to deflect. (1x2)(2)
2.3.2. Differentiate between a high pressure and a low pressure. (2x2)(4)
2.3.3. What are the lines joining places of equal pressure called? (1x2)(2)

2.3.4 The combined effects of pressure gradient force and Coriolis force
produce geostrophic wind.
Discuss this statement, in a paragraph of no more than 8 lines, by
explaining what a geostrophic wind is, and how pressure gradient and
Coriolis force effect the formation, velocity and direction of geostrophic
wind. (4x2)(8)
[16]

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Activity 27
2.2 Refer to FIGURE 2.4 showing the global distribution of the earth’s pressure belts,
planetary wind belts and tri-cellular circulation of air and answer the questions that
follow. The planetary wind system is the result of the Coriolis force that causes air
to deflect.
FIGURE 2.4

2.4.1 (a) What is responsible for the existence of Coriolis force?

(1x2) (2)
(b) How does the strength of Coriolis force change from the equator to
Thepoles? (1x2) (2)
(c) Explain how Coriolis force results in the planetary wind belt as
illustrated in FIQURE 2.4. (2X2) (4)
2.4.2 (a) Identify the planetary wind belts labeled A and B respectively.
(2x2) (4)
(b) In which ONE of the planetary wind belts mentioned in QUESTION
2.4.2 (a) do we find Ferrell cell. (1x2) (2)

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Activity 28
2.6 Study FIGURE 2.6 below showing the side view of the tri-cellular
arrangement, indicating the Hadley, Ferrell and Polar cells and answer
the following questions.

FIGURE 2.6

A
A
B B
C C

90˚N 60˚N 30˚N 0 30˚S 60˚S 90˚S

Side view of tri-cellular arrangement

2.6.1. Refer to the above side view/cross section of the earth. Use your knowledge
of the tri-cellular arrangement and name the cells A, B
and C respectively. (3x2) (6)
2.6.2. Explain the weather condition associated with the Inter tropical convergence
zone (ITCZ). (3x2) (6)

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Activity 29
3.2 TRI-CELLULAR ARRANGEMENT
Choose the correct answer from the words in brackets. Write only the number 3.2.1 to 3.2.6 and next to
it the word/s you have chosen; e.g. 3.2.6 equatorial.

3.2.1 The tri-cellular circulation results in each hemisphere having (three / six)
Cells of circulation with general surface wind patterns.
3.2.2 The(tropical / Ferrel)cell lies between the ITCZ and the subtropical (low / high) pressure
belt.
3.2.3 The ITCZ shifts to the north of the equator when the (northern / southern) hemisphere
experiences winter.
3.2.4 (North easterly / North westerly), winds blow from the high pressure cells at 30° south
latitude to thesub-polar low pressure belt at 60° south.
3.2.5 (Tropical / sub-polar) air is forced to rise at 60° north and south.
3.2.6 The(doldrums / polar front) is/are formed where tropical easterlies converge and the polar
front is formed at 60° north and south latitudes.
(1x7)(7)

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Activity 30

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Activity 31

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Activity 32

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Activity 33

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Activity 34

1.3 Refer to FIGURE 1.3 showing the world pressure belts.

1.3.1 Identify the pressure belt marked B and C in figure 1.3 (1x2) (2)
1.3.2 Define the term Inter-tropical Convergence zone. (1x2) (2)
1.3.3 Is the 0º latitude a low- or high-pressure belt? (1x1) (1)
1.3.4 Which one of the following; convergence or divergence occurs at 0º. (1x1) (1)
1.3.5 What do we call an imaginary line that forms where the warm sub- (1x1) (1)
tropical air and cool polar meet?
1.3.6 Arrows indicating wind in the figure 1.3 are deflected rather than being (1x2) (2)
straight. Account for this movement.
1.3.7 Account for:
low pressure at 0º.
lowpressure at 60º N and S of the equator (3x2) (6)
high pressure at 30º N and S of the equator.
[15]

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Activity 35

1.5 FIGURE 1.5 illustrates the influence of subsidence and convergence on rainfall in Africa.
1.5.1 Identify the air masses that converge at the ITCZ. (1x2) (2)
1.5.2 Draw a labeled diagram illustrating subsidence. (4x1) (4)
1.5.3 Write a paragraph of approximately eight lines and discuss how (4X2) (8)
convergence influences rainfall in Africa.
[14]

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Activity 36

1.6 Study the synoptic weather map in FIGURE 1.6

1.6.1 The map (figure 1.6) depicts summer conditions. Identify any ONE piece of (1x1) (1)
evidence to support this statement.
1.6.2 Identify the high pressure cells labeled C and D on the map. (2x1) (2)
1.6.3 Explain why the two pressure systems are referred to as high pressure (1x2) (2)
cells.
1.6.4 Identify Aand B on the map as a ridge and a trough? (2x1) (2)
1.6.5 Differentiate between the concepts trough and ridge. (2X2) (4)
1.6.6 Describe the weather conditions that were experienced at Port Elizabeth, (5X1) (5)
along the west coast on the 12 November 2006.
[16]
TOTAL 75

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Activity 37
1.1 Regional winds
Refer to the figure below showing the formation of a fohn wind.

1.1.1 Name the topographic feature responsible for the formation of these winds.
1.1.2 Describe the characteristics of the air at A.
1.1.3 State the rate of adiabatic cooling between A and B.
1.1.4 Name the type of adiabatic cooling found at B.
1.1.5 Give the rate of adiabatic warming at C.
1.1.6 Describe the wind found at D.
1.1.7 Give the name of this wind at D found in South Africa.(7x1=7)

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Activity 38
1.3 The Atmosphere
Refer to the synoptic map extract below, showing typical summer conditions over southern
Africa.

1.3.1 Locate the low pressure cells at A, which form part of the sub-polar low pressure belt.

(a) Give the line of latitude at A.(1x2=2)

(b) Name the global air circulation cell found to the south of this line of latitude.(1x2=2)
(c) Explain how the cold front, visible in the synoptic map, is a result of the convergence
of air along this sub-polar low pressure belt.(2x2=4)

1.3.2 Locate the high pressure cells labelled H1 and H2.

(a) Name the high pressure cells H1 and H2.(2x2=4)

(b) Name the global pressure belt associated with these two high pressure belts.(1x2=2)
(c) Describe the air circulation of these high pressure cells.(2x2=4)
(d) Explain why the latitudinal position of these high pressure cells confirm that the
synoptic map is showing typical summer conditions over southern Africa.(3x2=6)
(e) Account for the temperature and moisture content of the westerly winds
that blow fromthis global pressure belt.(2x2=4)

1.3.3 Locate the tropical low pressure cell L3.

(a) Name the convergence zone associated with this low pressure cell.(1x2=2)
(b) Name the global air circulation cell in which this low pressure is located.(1x2=2)
(c) Explain why this tropical low pressure cell is associated with the term
Africa’s “rain belt”.(2x2=4)
(d) Assess, in a paragraph of eight lines, why this convergence zone is important for
the people of Africa.(4x2=8)
(e) Evaluate how convergence and convection is responsible for the climate zone
found along the western equatorial regions of Africa. (2x3=6)(50)

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Activity 39

1.1 Refer to the figure below showing the Fohn windsand then select the correct word from those
given in brackets. Write only the question number and the choice of answer.

Source: adapted from https://images.app.goo.gl/g3e4phNJtkNuXPGp8

1.1.1 The air at A is (warm and moist/warm and dry).

1.1.2 The ascending air at A cools at the (dry/wet) adiabatic lapse rate.
1.1.3 The dry adiabatic rate cools air at (0.5°/1°) C per 100 m.
1.1.4 The precipitation at A is found on the (leeward/windward) side of this mountain.
1.1.5 The incoming air at A is (warmer/cooler) than the outgoing air at B.
1.1.6 The descending air at B warms at the (wet/dry) adiabatic lapse rate.
1.1.7 A (Berg/Chinook) wind is a similar Fohn wind found in South Africa
1.1.8 Fohn winds may cause (droughts/floods).
(8x1=8)

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Activity 40
1.1 Complete each of the following statements by choosing a word/term from the list below.
Write only the word/term next to the question number.

Trade winds, Thermal equator, Current, Jetstream, Coriolis force, pressure gradient force,
front, geostrophic flow, air mass frictional force,atmospheric pressure, tri-cellular circulation.

1.1.1 Refers to a boundary of separation betweentwoair masses of different densities.

1.1.2 Causes air to be deflected from its original path.

1.1.3 Winds that blow in the tropics.

1.1.4 The force exerted against a surface by the weight of a column of air above the surface.

1.1.5 Is a wind that blows parallel to isobars.

1.1.6 Refers to a very fast flowing current of air located near the tropopause, moving in a westerly direction.

1.1.7 The force producing flow from high pressure to low pressure

1.1.8 Force that forms when air is in contact with obstacles.

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Activity 41

1.4 FIGURE 1.4refers to the synoptic weather map

1.4.1 What is a synoptic weather map? (1x1) (1)

1.4.2 Provide the pressure in hectopascals at isobar A. (1x1) (1)

1.4.3 The season depicted by the synoptic weather map is summer. (2x1) (2)
Provide TWO pieces of evidence from the synoptic weather map to
substantiate.
1.4.4 Name the high-pressure cell B. (1x1) (1)

1.4.5 Explain how the ITCZ has influenced the position of high-pressure cell B (1x2) (2)
1.4.6 Refer to weather stations encircled belowC. (1x1) (1)
What is the wind direction at these weather stations?
Evaluate the influence of the low pressure, over the interior, on the wind
direction of the weather stations. (1x2) (2)

1.4.7 Draw the weather station of Upington (enlarged) and effect the following (5x1) (5)
changes:

Dew point increased with 3⁰C

The temperature increased with 4⁰C
1
Cloud cover decreased with4
Winds speed increased with 10 knots
The wind changes to a westerly wind
[15]

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DROUGHTS AND DESERTIFICATION

Activity 42

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Activity 43
2.6. The following photo illustrate an area that experienced desertification.

2.6.1 Desserts are natural areas that expand due to human activities.
Describe how human activities cause deforestation and list some of 5x2=(10)
the causes of this process.
2.6.2 Propose TWO plans to the people in charge of the above landscape 2x2=(4)
to manage deforestation.
2.6.3 Which countries in the world suffer the most due to deforestation? (1)
[15]

Activity 44
5.3 Refer to the statement below about drought conditions and answer the
following questions.

Drought conditions have reached a premium in South Africa at this time.

5.3.1 Define the term drought. (1x2)=2

5.3.2 Write a paragraph to describe the effects drought would have on the economy of (4x2)=8
South Africa.

5.3.3 Why will droughts have a greater negative effect on some less developed African
countries than more developed countries? (2x2)=4
5.3.4 Strategize 2 ways in which farmers in African countries can prepare themselves in
the case of a drought. (2x2)=4
[18]

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Activity 45
1.4. Refer to FIGURE 1.3. that is a cartoon about drought

1.4.1. Define the term drought. (1x2) (2)

1.4.2. What is the message of the statement:” price may vary with the weather”? (1x2) (2)
1.4.3. South Africa is a country, which is prone to drought and therefore should have a
drought management strategy. Write a short paragraph (no more than 8 lines) discuss the effects of
drought on farming activities in South Africa and suggest measures South African farmers can
implement to prepare and reduce effects of drought. (4x2) (8)
[12]

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Activity 46

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Activity 47

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Activity 48
2.2 The atmosphere

Refer to the figure below showing the drought severity index and the percentage area under
drought.

2.2.1 The Palmer Drought Severity Index (PDSI) measures soil moisture, where a negative reading
indicates the severity of a drought.

(a) Highlight the trend of drought severity between 1950 and 2070.(1x2=2)
(b) Explain how the PDSI matches the percentage area under drought.(1x2=2)
(c) Explain why the above figure describes a hydrological drought.(2x1=2)

2.2.2 Refer to the figure below highlighting the current drought in Bultfontein, Free State.

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(a) State for how long the farmers in Bultfontein have experienced the current drought.(1x2=2)
(b) Highlight why the current drought can classified as an agricultural drought.(2x2=4)
2.2.4 Refer to the figure showing a conversation between two Free State farmers in Bultfontein.

(a) Describe the two agricultural impacts of current drought on these two farmers.(2x2=4)
(b) Assess how these agricultural impacts will affect the local economy of Bultfontein.
(2x2=4)
(c) Evaluate, in a paragraph of eight lines, measures that can be taken by these farmers to
combat the impact of the current drought.(4x2=8)
(d) Predict the potential of desertification in this region.(2x2=4)
[32]

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Activity 49
2.3 Refer to FIGURE 2.3 showing the cycles of drought experienced in the Northern Cape
Province between 1959 and 2019.

2.3.1 Describe the overall trend of rainfall deviation in the Northern Cape between 1959 and 2019.
(2x1=2)
2.3.2 “Droughts of five, six and even nine years is common in the Northern Cape” says Johan van den
Berg of Santam Agriculture.
(a) Define the geographic term “drought”. (1x2=2)
(b) Explain two factors that determine the periodic droughts in the Northern Cape. (2x1=2)

2.3.3 The Northern Cape has a semi-arid climate characterised by low shrubs and succulents as seen
in FIGURE 2.3.3.

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(a) Name the semi-arid desert found in the Northern Cape. (1x2=2)
(b) Give reasons, in a paragraph of eight lines, for the location of this semi-arid desert
with reference to ocean currents and high pressure cells. (4x2=8)
(c) Suggest why not a lot of sheep farming is practiced in this semi-arid region. (2x2=4)
(d) Highlight how unsustainable sheep farming methods will contribute to desertification
of this area. (2x1=2)
2.3.4 Prof Barend Erasmus from the University of the Witwatersrand’s Global Change Institute
highlights that climate change has an impact on droughts and has a huge role in the current
drought in the Northern Cape.
(a) Discuss the differences in vulnerability to this drought by referring to both the commercial
and subsistence farmers of the Northern Cape. (2x2=4)
(b) Suggest how weather monitoring systems can be used to minimise the negative
impacts of droughts in the Northern Cape. (2x2=4)
(30)

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Activity 50

Question 3
Refer to the news brief below and then answer the questions.

On 21 June 2018, a new edition of the World Atlas of Desertification was published, offering a tool for
decision makers to improve local responses to soil loss and land degradation. The main findings show
that population growth and changes in the world’s consumption patterns put unprecedented (additional)
pressure on the planet's natural resources:
Over 75% of the Earth's land area is already degraded, and over 90% could become degraded by 2050.
Globally, a total area of 4.18 million km² (about 2% of the earth’s landmass) is degraded annually, with
Africa and Asia being the most affected.
The economic cost of soil degradation is estimated to be in the order of tens of billions of dollars annually.
Land degradation and climate change are estimated to lead to a reduction of global crop yields by about
10% by 2050. Most of this will occur in India, China and sub-Saharan Africa, where land degradation will
halve crop production.
As a consequence of accelerated (increased) deforestation it will become more difficult to reduce the
effects of climate change
By 2050, up to 700 million people are estimated to be displaced due to issues linked to scarce land
resources. The figure could reach up to 10 billion by the end of this century.
Adapted from Science Daily, June 2018

3.1 Desertification and land degradation is the focus of the new atlas publication.
(a) Define the geographical term “desertification”. (1x2) (2)
(b) Discuss the causes of land degradation and soil loss that leads to desertification. (3x2) (6)
(c) Account for desertification being a regional scale problem. (2x2) (4)

3.2 “Land degradation and climate change” accelerates desertification.

(a) Describe the atmospheric conditions that will increase desertification in India,
China and sub-Saharan Africa (2x2) (4)
(b) Explain why desertification is a source of social and political tension. (2x2) (4)

3.3 This atlas publication is “a tool for decision makers to improve local responses” to desertification.
(a) Justify why local responses to desertification are more important than regional
responses. (2x1) (2)
(b) Suggest, in a paragraph of 8 lines, the possible management strategies that can
be adopted to reduce the impact of desertification. (4x2) (8)
(30)

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Activity 51

1.5 FIGURE 1.5 refers to different types of drought

1.5.1 Define the term drought. (1x1) (1)

1.5.2 Classify the types of drought at A and C. (2x1) (2)

1.5.3 Evaluate the relationship between the types of drought at B and C. (2x2) (4)

1.5.4 In a paragraph of approximately eight lines, explain the social and economic (2x4) (8)
impact that drought will have on farming communities.
(15)

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Activity 52

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Activity 53

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