Geography Grade 10 P1 KwaZulu Natal June 2017 Paper & Memo

Downloaded from hlayiso.com Page 1 of 5 KZN DEPARTMENT OF EDUCATION GREENBURY SECONDARY SCHOOL JUNE EXAMINATION — 2017 GEOGRAPHY - GRADE 10 EXAMINER : R. RANGANATHAN DATE > 15/06/17 MODERATOR : S. SINGH DURATION : 2 HOURS MAX MARK : 140 INSTRUCTIONS : © 1. This paper consists of 2 Questions and 5 pages + a separate addendum. 2. Answer all questions — in black or blue pen. 3, Number the questions as per question paper. 4. Write neatly and legibly. QUESTION 1 1.1 Choose the correct term from the list that matches the statements which follow. PRECIPITATION, CRYSTALISATION, INSOLATION, . COALESCENCE, EVAPORATION, PERMANENT GASES, VARIABLE GASES 1.1.1. Incoming solar radiation. . 1.1.2 Gases that do not change in their composition. 1.1.3 Minute water droplets joining together. 1.1.4 Waiter changes directly from gas to ice. 1.1.5 Any form of water falling from the atmosphere. 5X1=[5]

Downloaded from hlayiso.com Page 2 of 5 1.2 Refer to Source 1A (Structure of the Atmosphere) and answer the following questions. 1.2.1 Define the term atmosphere. (2] 1.2.2 Name the 4 layers of the atmosphere. [4] 1.2.3 In which layer is the ozone found? [1] 1.2.4 Explain how important the ozone layer is to us. [2] ‘4.2.5 Ina short paragraph, suggest 3 measures that you would put in place to reduce ozone depletion. 3X2=[6] 1.3 Refer to Source 1B and answer the following questions. 1.3.1 Name the factor represented in the diagram that affects temperature. [2] 1.3.2 Where would the temperature be higher, at A or B? Provide 2 reasons for your ariswer. 14+2+2=[5] 1.3.3 One of the other factors that affect temperature is ocean currents. With the aid of a diagram, explain how ocean currents affect temperature. (Diagram — 4 marks) (Explanation — 4 marks) [8] 1.4 Provide a term for each of the following descriptions by choosing from the list below. Write down only the term next to the number. MANTLE, PLATE BOUNDARY, INTERNAL FORCES, ROCK-CYCLE, EXTERNAL FORCES, SEDIMENTARY, IGNEOUS 1.4.1. The edge of a crustal plate. 1.4.2 Forces that operate above the earth’s surface. 1.4.3. Rocks that form in layers. 1.4.4 Layer of the earth that is soft and pliable. 1.4.5 The breakdown and recreation of rock.

1.5 1.6 Downloaded from hlayiso.com i Page 3 of 5 Refer to Source 1C showing intrusive igneous features. 1.5.1 Define the term volcanism. [2] 1.5.2 Identify intrusive features A, B, D and E. 4X2=[8] 1.5.3 State one difference between features B and C. 1X2=[2] Refer to Source 1D — (Case study of Earthquake and answer the following questions. 1.6.1. Define the term Earthquake. 2] 1.6.2 ‘The Epicentre of the earthquake was just 4.8km from the city’. Do you think this would have a devastating effect on the city? Explain your answer. 1+3=[4] 1.6.3 What, according to the source were the effects of this earthquake? (2 answers). 2x2=[4] 1.6.4 Suggest 2 measures that can be put in place to reduce the devastating effects of an earthquake. 2x2=[4] TOTAL — QUESTION 1 = [70]

Downloaded from hlayiso.com Page 4 of 5 QUESTION 2 2.1 Match the statements in Column A with the concepts in Column B. Write down the numbers 3.1.4 - 2.1.5 and next to each, the letter of the correct answer from column B. COLUMNA COLUMN B- 2.1.1. Longwave radiation that heats lower -a) Isotherm layers of the atmosphere. b) Terrestrial radiation 2.1.2 Lines on a map that join places of equal c) Albedo temperature. d) Lapse rate 2.1.3 Change in temperature with height. e) Solar radiation 2.1.4 Maximum temperature minus minimum f) Range temperature. g) lsohyets 2.1.5 Amount of radiation reflected from the surface. 2.2 Refer to Source 2A (Synoptic Weather Map) and then answer the following questions. 2.2.1 Name the high pressure systems labelled A, C and E. 3X2=[6] 2.2.2 Give a reason why this is a winter map. [2] 2.2.3 Name the fronts labelled X and Y. [4] 2.2.4 Identify the low pressure system at B. [2] 2.2.5 Refer to the weather station at Durban. Describe the weather being experienced under the following headings : Air temperature — Dew point temperature — Cloud cover — Wind direction — 4xX1=[4]

Downloaded from hlayiso.com Page 5 of 5 2.3 Refer to Source 2B (Case Study — Consequences of global warming) and answer the following questions. 2.3.1 Explain your understanding of ‘GLOBAL WARMING’. [2] 2.3.2 Suggest 2 impacts of global warming on the vast majority of people. 2X2=[4] 2.3.3 Explain why poor countries, such as those in Africa, will be affected worst by global warming. [2] 2.3.4 If you were on the panel to decide how to address the issue of climate change, suggest 2 recommendations that you would make. 2X2=[4] 2.4 Refer to Source 2C (Types of folds). 2.5 2.6 2.4.1 Identify the types of folds labelled A, B, C, D and E. 5X1=[5] 2.4.2 Define the term folding. [2] 2.4.3. What type of rock does folding commonly occur in? [2] 2.4.4 Give 2 examples of fold mountains around the world. [2] Refer to Source 2D and answer the following questions. 2.5.1 Name the theory illustrated in the source. [2] 2.5.2 Suggest 2 pieces of evidences in support of this theory. 2X2=[4] 2.5.3 What was the name of the supercontinent that existed approximately 250 million years ago? [1] Refer to Source 2E (Case Study — Volcano) and answer the following questions. 2.6.1 What is an active volcano? [2] 2.6.2 Who is a volcanologist? [2] 2.6.3 Why were the refugees warned not to return to their homes? [2] 2.6.4 Even though voicanic emptions cause much destruction and loss of lives, there are many positive impacts of volcanoes. Briefly outline 3 positive impacts of volcanoes. TOTAL — QUESTION 2 = [70] & 09 fob fi) GREENBURY SECUNTIARY SCHOOL DEPARTMENT OF HSS HOLD. RR D RAMASAM!

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Downloaded from hlayiso.com GEOGRAPHY P1 GRADE 10 ADDENDUM JUNE EXAMINATION 2017 THIS ADDENDUM CONSISTS OF 4 PAGES.

Downloaded from hlayiso.com Source 1A 100 Space SN go shuttle 70h Motor trails 60 |- Weather balloon 50 witha, 40 30 20 10 Cumulo- nimbus Cloud OR TTT TT TOT 120 100-80 60-40 520 0 20 40 Temperature (°C) Tom = 20° Source 18 Earth’s atmosphere NP - North Pole SP - South Pole Source 1¢ [Source: Google Image}

Downloaded from hlayiso.com Source 1b Case study: New Zealand, 22 February 2011 The 6,3-magnitude quake struck at lunchtime, when came down on top of people, and the building beside streets and shops in New Zealand’s second largest city it came down on top of people, and the building the were packed and offices were occupied. The mayor of other side came down. It was horrific scenes, lots of Christchurch, Bob Parker, said, “There will be deaths, people screaming,” he told the Guardian (New Zealand there will be a lot of injuries, there will be a lot of Herald newspaper). heartbreak in this city.” a Hundzeds of dazed, screaming and crying residents wandered through the streets as sirens blared throughout Christchurch after the quake. The epicentre of the earthquake _ was just 4.8 km from the city. The focus was only S km below the surface. Daniel Tobin, multimedia editor at the Christchurch Press, was buying lunch when the quake struck. “T ran out of the shop and the building in front of me SLO0EE “ISS 00% L - O0:ZL

Source 20» Dowtleaded from hlayiso.com Case study: Consequences of global warming Climate change is with us now. We see the impacts all around us, For the vast majority of people the impact of climate change means an increased risk of losing their homes and livelihoods, more disease, less security and sometimes death. Children in the world’s poorest communities are the most vulnerable. They are already seeing the impacts of climate change through malnutrition, disease, poverty, inequality and increasing risk of conflict - and ultimately an increase in child mortality rates. All the essential effects we are seeing now are associated with a temperature increase since 1850 of less than 1°C. Past actions and the likely trend of emissions of greenhouse gasses over the next few years imply that another 1 or 2 °C will be hard to avoid, even with responsible action. It will be the young and the poor and developing countries, such as [in] Africa, that will suffer earliest and hardest. A Our children — particularly those in Africa and Asia ~ are already facing a future in which it appears likely that disasters will increase in number and become more intense, where economic growth will falter and incomes fall, where disease outbreaks will be more frequent, clean water and good sanitation harder to secure, and habitats and communities less stable: As a consequence, children may also have to cope with higher levels of conflict and other pressures which keep them out of school and force them into work too soon. Many developing countries have poor infrastructure and lack the technologies that could help them cope with a changing climate, such as flood defences and early warning systems, They are thus more vulnerable to the impact of climate change and their children are the most vulnerable of all. (UNICEF UK Climate Change Report 2008)

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