Extreme Environments
National Curriculum (information shown in red):
Extend their knowledge and deepen their spatial awareness of the world's countries using maps of the world to focus on the environmental regions including polar and hot deserts.
GCSE (information shown in green):
AQA (A):
- The global distribution of three ecosystems: temperate deciduous forest, tropical rainforest and hot deserts. The characteristics of the vegetation, climate and soils for each ecosystem. The ways in which the vegetation in temperate deciduous forest, tropical rainforest and hot deserts adapts to the climate and soils.
- A case study of a hot desert in a rich part of the world and one from a poorer area: use of area for commercial farming, irrigation, mineral extraction, retirement migration and tourism and a contrasting area: hunting and gathering, farming, irrigation. Management of each area to ensure sustainability and challenges faced.
- Likely scenarios as a consequence of widespread deforestation and/or desertification.
AQA (B):
- Describe the global distribution of areas of hot desert.
- Explain the factors affecting temperature and rainfall in hot desert areas and how this affects vegetation.
- Explain the idea of the spreading desert. Study an example of an area on the fringe of a hot desert, which is at risk from desertification. Include the effects of climate change and population pressure: overgrazing, overcultivation and soil erosion.
- Describe strategies and methods used to reduce the risk of desertification in countries with a low level of economic development. Include water and soil management, conservation, and use of appropriate, sustainable technology.
- Describe the global distribution of polar and tundra environments.
- Explain the factors affecting temperature and precipitation in polar and tundra environments and how these affect vegetation. Explain the effect of global warming on cold environments. Study an example of an area where glaciers are retreating or ice shelves are shrinking.
- Describe the ways in which people have exploited cold environments. Include Antarctica and oil in Alaska. What does the future hold for these fragile, cold environments?
- Describe strategies and methods used to reduce problems in cold environments. Include the use of technology, the role of governments, international agreements and conservation groups. Explain why cold environments should be protected.
OCR (A):
- What are hot environments like. Description of physical characteristics including temperature, rainfall and vegetation. Description of physical factors: population density, people who live in hot and cold regions and economic activity.
- How the location of deserts if influenced by a number of physical factors.
- Challenges of the hot and cold environments on people (including transport, energy, tourism and water).
EDEXCEL (B):
- Extreme climates are located in polar regions and hot arid areas; each one has key physical characteristics and they are fragile environments. Examine why these are fragile environments and how flora and fauna have successfully adapted to the extreme climates but are also vulnerable to change.
- Investigate the threats to people and natural systems in extreme environments, including out-migration because of limited economic opportunities, cultural dilution through tourism, pollution though resource exploitation and land degradation through poor land management.
A-LEVEL (information shown in blue):
AQA:
- Location and characteristics of hot deserts and their margins (arid and semi-arid) – climate, soils and vegetation.
- Causes of aridity – atmospheric processes relating to pressure, winds, continentality, relief and cold ocean currents.
- Desertification: distribution of areas at risk, physical and human causes, impact on land, ecosystem and populations.
- Case study of desertification in the Sahel – the struggle for survival to include the energy/fuel wood crisis, water supply, the impact on food supply/ farming and livelihoods and coping/management strategies including external aid.
- Managing hot desert environments and their margins to consider and evaluate the strategies adopted with regard to land use and agriculture in areas
such as the Sahel and contrast with the development of areas such as south-western USA or southern Spain.
- Implications and potential for sustainability.
- The global distribution of cold environments –polar (land and marine based), alpine, glacial and periglacial.
- Exploitation and development in tundra areas and the Southern Ocean. Traditional economies of an indigenous population and recent changes/ adaptations. - Early resource exploitation by newcomers – whaling and/or sealing. More recent development – oil in Alaska, fishing, tourism. The concept of fragile environments. The potential for sustainable development.
- The future of Antarctica – to consider the contemporary issues of conservation, protection, development and sustainability in a wilderness area.
OCR:
- Climatic extremes lead to finely balanced ecosystems which can be easily damaged. Both flora and fauna can suffer as a result of change, and regeneration is difficult in the harsh conditions.
The study of two contrasting hot arid / semi-arid environments to illustrate:
• the ways in which hot arid / semi-arid environments provide economic opportunities such as
resource exploitation, agriculture, and recreation and tourism;
• the ways in which the development of hot arid / semi-arid environments presents social,
economic and environmental challenges, including:
– conflicts with indigenous people;
– costs of development;
– environmental impacts.
- The study of two contrasting hot arid / semi-arid environments to illustrate:
• how such fragile environments can be exploited for short-term gains;
• how careful management can help to ensure sustainable development in fragile hot arid / semi-arid environments.
- The study of one cold environment to illustrate:
• the impacts of climate on the nature of the ecosystem;
• how both physical and human factors make the environment ecologically vulnerable.
- The study of two contrasting cold environments to illustrate:
• the ways in which cold environments provide economic opportunities, such as resource
exploitation and recreation and tourism;
• the ways in which the development of cold environments presents social, economic and environmental challenges, including:
– conflicts with indigenous populations;
– costs of development;
– environmental impacts.
Extend their knowledge and deepen their spatial awareness of the world's countries using maps of the world to focus on the environmental regions including polar and hot deserts.
GCSE (information shown in green):
AQA (A):
- The global distribution of three ecosystems: temperate deciduous forest, tropical rainforest and hot deserts. The characteristics of the vegetation, climate and soils for each ecosystem. The ways in which the vegetation in temperate deciduous forest, tropical rainforest and hot deserts adapts to the climate and soils.
- A case study of a hot desert in a rich part of the world and one from a poorer area: use of area for commercial farming, irrigation, mineral extraction, retirement migration and tourism and a contrasting area: hunting and gathering, farming, irrigation. Management of each area to ensure sustainability and challenges faced.
- Likely scenarios as a consequence of widespread deforestation and/or desertification.
AQA (B):
- Describe the global distribution of areas of hot desert.
- Explain the factors affecting temperature and rainfall in hot desert areas and how this affects vegetation.
- Explain the idea of the spreading desert. Study an example of an area on the fringe of a hot desert, which is at risk from desertification. Include the effects of climate change and population pressure: overgrazing, overcultivation and soil erosion.
- Describe strategies and methods used to reduce the risk of desertification in countries with a low level of economic development. Include water and soil management, conservation, and use of appropriate, sustainable technology.
- Describe the global distribution of polar and tundra environments.
- Explain the factors affecting temperature and precipitation in polar and tundra environments and how these affect vegetation. Explain the effect of global warming on cold environments. Study an example of an area where glaciers are retreating or ice shelves are shrinking.
- Describe the ways in which people have exploited cold environments. Include Antarctica and oil in Alaska. What does the future hold for these fragile, cold environments?
- Describe strategies and methods used to reduce problems in cold environments. Include the use of technology, the role of governments, international agreements and conservation groups. Explain why cold environments should be protected.
OCR (A):
- What are hot environments like. Description of physical characteristics including temperature, rainfall and vegetation. Description of physical factors: population density, people who live in hot and cold regions and economic activity.
- How the location of deserts if influenced by a number of physical factors.
- Challenges of the hot and cold environments on people (including transport, energy, tourism and water).
EDEXCEL (B):
- Extreme climates are located in polar regions and hot arid areas; each one has key physical characteristics and they are fragile environments. Examine why these are fragile environments and how flora and fauna have successfully adapted to the extreme climates but are also vulnerable to change.
- Investigate the threats to people and natural systems in extreme environments, including out-migration because of limited economic opportunities, cultural dilution through tourism, pollution though resource exploitation and land degradation through poor land management.
A-LEVEL (information shown in blue):
AQA:
- Location and characteristics of hot deserts and their margins (arid and semi-arid) – climate, soils and vegetation.
- Causes of aridity – atmospheric processes relating to pressure, winds, continentality, relief and cold ocean currents.
- Desertification: distribution of areas at risk, physical and human causes, impact on land, ecosystem and populations.
- Case study of desertification in the Sahel – the struggle for survival to include the energy/fuel wood crisis, water supply, the impact on food supply/ farming and livelihoods and coping/management strategies including external aid.
- Managing hot desert environments and their margins to consider and evaluate the strategies adopted with regard to land use and agriculture in areas
such as the Sahel and contrast with the development of areas such as south-western USA or southern Spain.
- Implications and potential for sustainability.
- The global distribution of cold environments –polar (land and marine based), alpine, glacial and periglacial.
- Exploitation and development in tundra areas and the Southern Ocean. Traditional economies of an indigenous population and recent changes/ adaptations. - Early resource exploitation by newcomers – whaling and/or sealing. More recent development – oil in Alaska, fishing, tourism. The concept of fragile environments. The potential for sustainable development.
- The future of Antarctica – to consider the contemporary issues of conservation, protection, development and sustainability in a wilderness area.
OCR:
- Climatic extremes lead to finely balanced ecosystems which can be easily damaged. Both flora and fauna can suffer as a result of change, and regeneration is difficult in the harsh conditions.
The study of two contrasting hot arid / semi-arid environments to illustrate:
• the ways in which hot arid / semi-arid environments provide economic opportunities such as
resource exploitation, agriculture, and recreation and tourism;
• the ways in which the development of hot arid / semi-arid environments presents social,
economic and environmental challenges, including:
– conflicts with indigenous people;
– costs of development;
– environmental impacts.
- The study of two contrasting hot arid / semi-arid environments to illustrate:
• how such fragile environments can be exploited for short-term gains;
• how careful management can help to ensure sustainable development in fragile hot arid / semi-arid environments.
- The study of one cold environment to illustrate:
• the impacts of climate on the nature of the ecosystem;
• how both physical and human factors make the environment ecologically vulnerable.
- The study of two contrasting cold environments to illustrate:
• the ways in which cold environments provide economic opportunities, such as resource
exploitation and recreation and tourism;
• the ways in which the development of cold environments presents social, economic and environmental challenges, including:
– conflicts with indigenous populations;
– costs of development;
– environmental impacts.
An extreme environment has harsh and challenging conditions. Humans and other species need to adapt in order to survive in it. The challenging conditions could be from the ecosystem, climate, landscape or location.
Hot environments:
Deserts have extreme temperatures with temperature reaching 50°C in the day and at night it may fall to below 0°C. Deserts have less than 250 mm of rainfall per year with the rain being unreliable. Most deserts are found between 20° and 35° north and south of the equator. Then largest desert on Earth is the Sahara Desert in Africa which spreads 9 million km2.
Deserts can be caused by a number of factors including: atmospheric high pressures, distance from ocean, winds and cold ocean currents.
Deserts can be caused by a number of factors including: atmospheric high pressures, distance from ocean, winds and cold ocean currents.
Casestudy of a desert (Namib Desert):
Fauna and Flora in the Desert:
With temperatures being so high in the day and so low at night animals and plants need to adapt to cope with such harsh conditions. Compared to other biomes, deserts have limited numbers of plants and animals that are able to survive leaving it with low levels of biodiversity. Some plants are succulent and store water in their leaves, stems and roots. Another way they survive is through long roots to absorb any water found deep underground. Animals, on the other hand, burrow themselves into the sand to avoid the hot temperatures and avoid dehydration.
Examples:
With temperatures being so high in the day and so low at night animals and plants need to adapt to cope with such harsh conditions. Compared to other biomes, deserts have limited numbers of plants and animals that are able to survive leaving it with low levels of biodiversity. Some plants are succulent and store water in their leaves, stems and roots. Another way they survive is through long roots to absorb any water found deep underground. Animals, on the other hand, burrow themselves into the sand to avoid the hot temperatures and avoid dehydration.
Examples:
Plant: Cacti
Cacti have been able to adapt to sustain the desert conditions and be able to survive in the extreme climates. They have: - Stems that can store water - Large spread roots to collect water form underground - No leaves (spikes called spines instead) to reduce evapo-transpiration - Spines to protect from animals |
Animal: Camels
Camels live in deserts that are hot and dry during the day, but cold at night. They are well adapted for survival in the desert. They have: - Large feet to spread their weight on the sand - Large surface area to weight ratio to maximise heat loss - Ability to go a long time without water - Ability to cope in 50 degree heat - Slit-like nostrils to keep the sand out |
Impact of hot desert climates on people:
Deserts are areas with fragile and limited resources. Despite the harsh conditions people live in desert areas, but their need for food and water presents many challenges. Hot climates endanger lives and livelihoods through thirst, hunger and spread of diseases. Millions of people have died due to sever drought and famines, with the worst hit being areas in Africa which cover some of the poorest regions. These have other geographical impacts such as forcing people to migrate to new home and putting pressure on resources in neighbouring countries. Hot climates can have sever impacts on both MEDCs and LEDCS.
Deserts are areas with fragile and limited resources. Despite the harsh conditions people live in desert areas, but their need for food and water presents many challenges. Hot climates endanger lives and livelihoods through thirst, hunger and spread of diseases. Millions of people have died due to sever drought and famines, with the worst hit being areas in Africa which cover some of the poorest regions. These have other geographical impacts such as forcing people to migrate to new home and putting pressure on resources in neighbouring countries. Hot climates can have sever impacts on both MEDCs and LEDCS.
MEDC CASESTUDY: Las Vegas- Mojave Desert
Las Vegas is a hugely popular city with its population expected to double within the next 40 years. It is located in the Mojave Desert which is one of America's smallest and driest deserts. Coping strategies: - To cope with high demands of water, it diverts the water from the Colorado River. Problems:- The off-road vehicles damage the sensitive desert ecosystem. - The growth of urban areas threatens the desert area, and pollutes the air. - The demand for water increases. The city officials have encouraged the use of recycled waste water and the removal of water thirsty lawns. Fibre optic cables are routed through the desert connecting urban areas - disrupting the fragile ecosystem and allowing weeds to grow. |
LEDC CASESTUDY: India- Thar Desert
The desert has a population density of over 80 people per km2. (Other deserts have population densities below 10 per km2). There are many mobile sand dunes, and sandy hills. Subsistence farming: The desert area is not very fertile. Soils are quickly drained, and contain few nutrients.The farming is limited, typically a few animals on more grassy areas and fruit. Most is subsistence farming. Commercial farming: Commercial farming has been possible since the building of the Indira Ghandhi Canal. This irrigates an area near Jodhpur. Wheat and cotton can be grown. The canal also supplies drinking water. Mining industry: Resources such as limestone and gypsum (for making plaster) are found in this desert - and are valuable for the building industry. Tourism: Tourism is a growing industry, and locals can act as guides and provide transport – such as hiring out camels. |
LEDC CASESTUDY: Sahel Desert
specific case study for A-Level but could be used for GCSE
The Sahel region of Africa has been suffering from drought on a regular basis since the early 1980s. The area naturally experiences alternating wet and dry seasons. If the rain fails it can cause drought.
Causes: lack of rain and human activity such as overgrazing, collection of fire wood and over cultivating.
Results: Crop failure, famine and hunger (meaning people are unable to work and even caused deaths). Lack of crops for commercial farming meaning a decline in the economy.
Future: Aid (however, sustainability is questionable). Revised farming strategies to help reduce the impact of desertification.
specific case study for A-Level but could be used for GCSE
The Sahel region of Africa has been suffering from drought on a regular basis since the early 1980s. The area naturally experiences alternating wet and dry seasons. If the rain fails it can cause drought.
Causes: lack of rain and human activity such as overgrazing, collection of fire wood and over cultivating.
Results: Crop failure, famine and hunger (meaning people are unable to work and even caused deaths). Lack of crops for commercial farming meaning a decline in the economy.
Future: Aid (however, sustainability is questionable). Revised farming strategies to help reduce the impact of desertification.
Soil Erosion and Salinisation:
There are many issues when humans use deserts and their surrounding areas. This is a problem which affects many areas. When the soil is left bare, the wind can pick up speed due to the flat land and blow away the unprotected soil
African Deserts:
There are many issues when humans use deserts and their surrounding areas. This is a problem which affects many areas. When the soil is left bare, the wind can pick up speed due to the flat land and blow away the unprotected soil
African Deserts:
- The soil is exposed and vulnerable to erosion as a result of the removal of vegetation and overgrazing.
- Trees, which provide protection from the wind and rain, are removed to be used as fuel.
- Nomadic tribes have become more sedentary, which puts pressure on the land where they settle.
- When soil is blown away the land becomes useless for grazing and crops and causes desertification. This is a problem in the Sahel region of Africa. This problem is worsened when restrictions are placed on the movement of nomadic tribes
Salinisation:
Salinisation occurs when the water in soils evaporates in high temperatures, drawing salts from the soil to the surface. These salts are toxic to many plants and make the land unusable. This has consequences such as low yields, poor profits and even starvation. Irrigation of land - when water is brought to land that is naturally dry - can cause salinisation on desert margins.
It is not just physical geography which is affected when humans use desert environments. Culturally, when tourists and new migrants come in culture may be diluted or new languages picked up.
Population pressures:
With a growing population there is more demand for food and water. This puts pressure on fragile and limited resources. Overgrazing and overcultivation to provide enough food are two problems caused
Salinisation occurs when the water in soils evaporates in high temperatures, drawing salts from the soil to the surface. These salts are toxic to many plants and make the land unusable. This has consequences such as low yields, poor profits and even starvation. Irrigation of land - when water is brought to land that is naturally dry - can cause salinisation on desert margins.
It is not just physical geography which is affected when humans use desert environments. Culturally, when tourists and new migrants come in culture may be diluted or new languages picked up.
Population pressures:
With a growing population there is more demand for food and water. This puts pressure on fragile and limited resources. Overgrazing and overcultivation to provide enough food are two problems caused
Desertification:
Desertification is when a desert gradually spreads to the surrounding area of semi-desert, making them true desert (and unfarmable)- it is not always man-made but human activity is one of the main causes.
1) Increased population means more trees are cut down for fuel, and larger hers overgraze the land- the vegetation is removed and the ground is left bare, causing soil erosion.
2) Clime fluctuations- several years of adequate rainfall encourages farmed to enlarge herds and grow crops. If dry years follow, the land can't supper increased herds and soil erosion occurs.
3) Commercial agriculture uses valuable water and pushes subsistence farmers onto marginal land that cannot support farming.
Desertification is when a desert gradually spreads to the surrounding area of semi-desert, making them true desert (and unfarmable)- it is not always man-made but human activity is one of the main causes.
1) Increased population means more trees are cut down for fuel, and larger hers overgraze the land- the vegetation is removed and the ground is left bare, causing soil erosion.
2) Clime fluctuations- several years of adequate rainfall encourages farmed to enlarge herds and grow crops. If dry years follow, the land can't supper increased herds and soil erosion occurs.
3) Commercial agriculture uses valuable water and pushes subsistence farmers onto marginal land that cannot support farming.
Desertification management:
Solutions to the problem are difficult, as deserticfiation often causes dramatic change to the environment. But with careful management and farming techniques suited to the climate and customs of an area, the problem can be avoided and sometimes reversed. Desertification is avoidable and scientist now even say that it is reversible with good land management. - Planting hedges around fields can stop wind blowing the soil away. - Terracing the slopes to reduce soil runoff and increase soil moisture storage. - Using fertiliser made from cow manure, dead plants and food scraps. - Planting trees that are good for building materials and fruit - Using branches (not whole trees) for fuel. - Less intensive use of land- letting it lie fallow to recover every couple of years. |
Teaching and Pedagogy ideas:
GCSE CLASS
Aim: To understand adaptations in the desert
Objectives:
1) To be able to link plants and animals to their adaptations.
2) To be able to explain why animals have adapted and how this benefits their life in hot climates.
3) To be able to create a plant with adaptations for life in the desert and evaluate these adaptations.
Starter:
Match the descriptions of the adaptations to the right animal or plant. Card sort activity
Main activity:
Using what you already know about plants in the desert, create your own plant and annotate the diagram to justify your choices.
Plenary:
Using a post it note go round and write one thing you like and one question you have about another person's plant.
Resources:
- Cards
- post it notes
A-LEVEL CLASS
Aim: To investigate the Sahel Desert
Objectives:
1) To be able to locate the Sahel Desert on a world map.
2) To be able to explain the condition for survival in the Sahel Desert.
3) To be able to evaluate the coping methods in place.
Starter:
create a spider diagram of what you already know about the topic
Main Activity:
Research investigation of Sahel desert. Include; location, causes, water supply, impacts on food supply and management strategies.
Plenary:
Silent debate on coping strategies in the Sahel desert.
Resources:
- laptops/ computer room/ books
- a3 paper
GCSE CLASS
Aim: To understand adaptations in the desert
Objectives:
1) To be able to link plants and animals to their adaptations.
2) To be able to explain why animals have adapted and how this benefits their life in hot climates.
3) To be able to create a plant with adaptations for life in the desert and evaluate these adaptations.
Starter:
Match the descriptions of the adaptations to the right animal or plant. Card sort activity
Main activity:
Using what you already know about plants in the desert, create your own plant and annotate the diagram to justify your choices.
Plenary:
Using a post it note go round and write one thing you like and one question you have about another person's plant.
Resources:
- Cards
- post it notes
A-LEVEL CLASS
Aim: To investigate the Sahel Desert
Objectives:
1) To be able to locate the Sahel Desert on a world map.
2) To be able to explain the condition for survival in the Sahel Desert.
3) To be able to evaluate the coping methods in place.
Starter:
create a spider diagram of what you already know about the topic
Main Activity:
Research investigation of Sahel desert. Include; location, causes, water supply, impacts on food supply and management strategies.
Plenary:
Silent debate on coping strategies in the Sahel desert.
Resources:
- laptops/ computer room/ books
- a3 paper
Cold environments:
The polar regions and hot arid areas both come under extreme environments because of their unique characteristics. Polar regions are located in areas of high latitude, whereas arid areas cover more latitudes but are mostly located in the tropics. The high latitudes mean that the temperatures are extremely cold; winters are very cold, up to -50oC with few or no hours of light. These ares are also considered dry areas due to the low levels of precipitation with most of it falling as snow. The coldest of areas support no life at all. The map below demonstrates where these climates can be located.
Antarctica
Antarctica can be called a desert because of its low levels of precipitation, which is mainly snow. In coastal regions, about 200 mm can fall annually. In mountainous regions and on the East Antarctica plateau, the amount is less than 50 mm annually. Evaporation is not as high as other desert regions because it is so cold, so the snow gradually builds up year after year. There are also strong winds, with recordings of up to 200 mph being made. Antarctica has the coldest land temperature recorded on the Earth, -89.2°C. The average annual temperature is around -50°C. It is a challenging environment and no one lives there permanently.
The ecosystem of Antarctica has adapted to the harsh climatic conditions. These harsh conditions limit the complexity of the food web.
Unlike the land, the waters surrounding Antarctica are rich in life. The cold temperatures increase the movement between surface water and deeper water, encouraging the phytoplankton to photosynthesise. The food webs in the oceans are more complex than on the land, and contain more biomass including both whales and penguins.
Antarctica can be called a desert because of its low levels of precipitation, which is mainly snow. In coastal regions, about 200 mm can fall annually. In mountainous regions and on the East Antarctica plateau, the amount is less than 50 mm annually. Evaporation is not as high as other desert regions because it is so cold, so the snow gradually builds up year after year. There are also strong winds, with recordings of up to 200 mph being made. Antarctica has the coldest land temperature recorded on the Earth, -89.2°C. The average annual temperature is around -50°C. It is a challenging environment and no one lives there permanently.
The ecosystem of Antarctica has adapted to the harsh climatic conditions. These harsh conditions limit the complexity of the food web.
- On land, there are no trees or shrubs, and very few flowering plants. Mites and midges are at the top of the food chain (excluding the Antarctic sub-islands). Organisms are small, with a low total biomass.
- Penguins, seen on land, rely on food in the sea for their energy and so are part of the marine ecosystem.
Unlike the land, the waters surrounding Antarctica are rich in life. The cold temperatures increase the movement between surface water and deeper water, encouraging the phytoplankton to photosynthesise. The food webs in the oceans are more complex than on the land, and contain more biomass including both whales and penguins.
Antarctic: Penguins
- Remain active to keep high temperatures - Thick skin and fat to keep warm - Social behaviour techniques (huddle) - Black skin to absorb heat - Feathers to provide a waterproof layer and warmth - Webbed feet for more powerful swimming and streamlined to reduce drag in water. |
Arctic: Polar Bears
- a white appearance, as camouflage from prey on the snow and ice - thick layers of fat and fur, for insulation against the cold - a small surface area to volume ratio, to minimise heat loss - a greasy coat, which sheds water after swimming. |
Human resources and activity in Antarctica
The Antarctic treaty has banned the exploitation of extracting resources for 50 years. However, global issues still place pressure to exploit these resources.
There are many resources in Antarctica, which include:
- Mineral and energy resources – most is currently covered by snow, including the world’s largest known coalfield.
- Fresh water extraction from icebergs (70 per cent of the world’s fresh water is in Antarctica).
- Resources from the sea life – eg. farming of fish and krill.
- Scientific resources – scientists can study weather patterns, ecosystem adoptions and the past climatic and geological change.
Extracting oil from Antarctica has been too expensive to consider in the past. However, as more land is exposed, building pipelines on the land is becoming a more viable option for short term gains. As the price of oil increases and the availability of oil decreases, countries look to Antarctica as a possible location for supply. Extracting oil from Antarctica comes with many oppositions from numerous player.
The Antarctic Treaty was agreed in 1961 to help control human activity in the location and also to resolve disagreements over territory. It has been agreed that:
The Antarctic treaty has banned the exploitation of extracting resources for 50 years. However, global issues still place pressure to exploit these resources.
There are many resources in Antarctica, which include:
- Mineral and energy resources – most is currently covered by snow, including the world’s largest known coalfield.
- Fresh water extraction from icebergs (70 per cent of the world’s fresh water is in Antarctica).
- Resources from the sea life – eg. farming of fish and krill.
- Scientific resources – scientists can study weather patterns, ecosystem adoptions and the past climatic and geological change.
Extracting oil from Antarctica has been too expensive to consider in the past. However, as more land is exposed, building pipelines on the land is becoming a more viable option for short term gains. As the price of oil increases and the availability of oil decreases, countries look to Antarctica as a possible location for supply. Extracting oil from Antarctica comes with many oppositions from numerous player.
The Antarctic Treaty was agreed in 1961 to help control human activity in the location and also to resolve disagreements over territory. It has been agreed that:
- Countries who have signed up to the treaty are free to carry out scientific experiments and must share their results.
- The environment must be conserved.
- There must be no dumping of nuclear or radioactive waste.
- The land is to be used for peaceful purposes only – no military activity is allowed.
- Any new activities must be properly assessed for their environmental impact. Any impact must be minimised.
Climate Change and Cold Environments:
Studying the Antarctic ice cores has given scientists much information about how the climate has changed in the past. Each section of an ice core contains details of the atmosphere and environment over thousands of years. Scientists are concerned about the thinning of the ice sheets. In 2002, one ice sheet collapsed into the sea. If the ice sheets melt then global sea levels could rise, the world’s population who live on low-lying land are threatened because of this. Furthermore, the increasing rise in temperatures will mean that the wildlife in Antarctica is threatened.
Studies in Antarctica revealed how the ozone layer is very thin above the Antarctic. The ozone layer protects us from the harmful rays of the Sun. Internationally, agreements were made to ban CFCs – a chemical linked with the reduction of the layer. These agreements have led to a reduction in the amount of ozone-depleting gases in the atmosphere. These changes in the atmosphere show how sensitive the atmosphere is to pollution and the different gases that are released because of human activity.
Studying the Antarctic ice cores has given scientists much information about how the climate has changed in the past. Each section of an ice core contains details of the atmosphere and environment over thousands of years. Scientists are concerned about the thinning of the ice sheets. In 2002, one ice sheet collapsed into the sea. If the ice sheets melt then global sea levels could rise, the world’s population who live on low-lying land are threatened because of this. Furthermore, the increasing rise in temperatures will mean that the wildlife in Antarctica is threatened.
Studies in Antarctica revealed how the ozone layer is very thin above the Antarctic. The ozone layer protects us from the harmful rays of the Sun. Internationally, agreements were made to ban CFCs – a chemical linked with the reduction of the layer. These agreements have led to a reduction in the amount of ozone-depleting gases in the atmosphere. These changes in the atmosphere show how sensitive the atmosphere is to pollution and the different gases that are released because of human activity.
Tourism and cold environments
Cold environments are becoming an increasingly popular location for tourists and making them more and more used by people. Most tourists come to the Antarctic Peninsula. The reasons for the increase in tourist numbers include:
Cold environments are becoming an increasingly popular location for tourists and making them more and more used by people. Most tourists come to the Antarctic Peninsula. The reasons for the increase in tourist numbers include:
- Tourism is a growing industry.
- Media has made people more aware of extreme environments. - There has been a trend towards ecotourism or adventure tourism. - The threat of climate change and environmental issues means some tourists want to go to locations before they change. - As the ice retreats more routes into Antarctica are opened up, allowing greater access for cruise ships. However, The ecosystem is very fragile, and too many people will disrupt the delicate balance it has. It can take many years to recover, if at all. There is the threat of pollution, eg oil spills from the cruise ships and other methods of transport. This happened in 2007. Having said this, however, there are many guidelines in place, so the environmental impact can be minimised. Tour operators have voluntary codes of conduct to minimise the impacts – including not going within five metres of wildlife. |
Teaching and Pedagogy Ideas:
GCSE CLASS:
Aims: Understand the different adaptations in cold environments.
Objectives:
1) To be able to remember key facts about cold regions.
2) Understand the adaptations of flora and fauna in cold regions.
3) To be able to explain why those adaptions benefit these regions.
Starter:
Highlight on the map in front of you where you would find cold regions. Add any key facts that you can remember.
Main activity:
Using the pictures in front of you, and the library, explain the adaptations of the animals. Include information such as where they are found, the climate of the area and how their adaptations assist them.
Plenary:
Hot seating: students ask questions to pupils about their adaptations.
Resources:
- library
- books
A-LEVEL CLASS:
Aim: Understand how Antarctica is being used as a tourist destination
Objectives:
1) To be able to understand how Antarctica is being used to attract tourists.
2) To be able to explain the advantages and disadvantages of Antarctica as a tourist destination
3) To be able to form an opinion on Antarctica being used as a tourist destination.
Starter:
Create a mind map of everything you know about Cold Environments (this could include where they are located, example wildlife, conditions and countries or continents).
Main activity:
Half of class:
Groups of 4 create a poster as if you were a travel agents advertising why people should come to Antarctic on holiday.
Half of class:
Groups of 4 create a poster as if you were an environmental organisation warning people of the damage tourists have on Antarctica.
Plenary:
Using a post-it note write whether you agree with tourism in Antarctica and why. Or could be done through a silent debate.
Resources:
- A3 paper
- Post it notes
GCSE CLASS:
Aims: Understand the different adaptations in cold environments.
Objectives:
1) To be able to remember key facts about cold regions.
2) Understand the adaptations of flora and fauna in cold regions.
3) To be able to explain why those adaptions benefit these regions.
Starter:
Highlight on the map in front of you where you would find cold regions. Add any key facts that you can remember.
Main activity:
Using the pictures in front of you, and the library, explain the adaptations of the animals. Include information such as where they are found, the climate of the area and how their adaptations assist them.
Plenary:
Hot seating: students ask questions to pupils about their adaptations.
Resources:
- library
- books
A-LEVEL CLASS:
Aim: Understand how Antarctica is being used as a tourist destination
Objectives:
1) To be able to understand how Antarctica is being used to attract tourists.
2) To be able to explain the advantages and disadvantages of Antarctica as a tourist destination
3) To be able to form an opinion on Antarctica being used as a tourist destination.
Starter:
Create a mind map of everything you know about Cold Environments (this could include where they are located, example wildlife, conditions and countries or continents).
Main activity:
Half of class:
Groups of 4 create a poster as if you were a travel agents advertising why people should come to Antarctic on holiday.
Half of class:
Groups of 4 create a poster as if you were an environmental organisation warning people of the damage tourists have on Antarctica.
Plenary:
Using a post-it note write whether you agree with tourism in Antarctica and why. Or could be done through a silent debate.
Resources:
- A3 paper
- Post it notes
Exam questions:
Higher: A) Explain how desert vegetation adapts to the climate (4 marks) B) Use a case study of a hot desert area in a richer part of the world to discuss whether economic development is sustainable (8 marks). Foundation: A) Explain the location of cold environments (2 marks) B) Explain how desert vegetation adapts to the climate (4 marks) |
A-Level: A) Using a specific case study, explain how people create opportunities in hot environments (10 marks) B) Evaluate the claim that Antarctica should be used for extracting oil to reach future energy needs (15 marks) |