GRADE
Geog r a p hy
STUDY G U I D E 12
You're offline
Skip to contentStudy guide %20June%202025%20Question%20Paper--ba0a3969-240a-4bba-bdb6-7d02a7f80205/v1-98bc441a090fdcbd55aa/card.webp)
%20June%202024%20Possible%20Answers_hlayiso.com_--7e728632-059d-401a-ba75-fd45632f6091/v1-269fb55ac60eebf555e6/card.webp)
%20QP_hlayiso.com_--cc0a9c5e-7556-4aa2-a8c6-caf4da66af7f/v1-b59d47c1a7139a0ae375/card.webp)
%20SEP%202022%20Question%20Paper_hlayiso.com_--a9fc8224-0596-43ea-897e-9b4730291373/v1-4015aa54a8e10b791a04/card.webp)
View all
MTG Geography Eng hlayiso.com
Geography · Grade 12 · English. Study guide, 196 pages. Read online or download the PDF.
- Subject
- Geography
- Grade
- Grade 12
- Language
- English
- Document type
- Study guide
- Publisher
- Mind the Gap
- Pages
- 196
- File size
- 23.0 MB
Loading document…
Loading document…
1 of 196
Document textSearch extracted text and jump to a page.
© Department of Basic Education 2014
GRADE
Geography 12
E
STUDY GUID
© Department of Basic Education 2014
This content may not be sold or used for commercial purposes.
Curriculum and Assessment Policy Statement (CAPS) Mind the Gap Grade 12
Study Guide Geography
ISBN 978-1-4315-1948-4
This publication has a Creative Commons Attribution NonCommercial Sharealike
license. You can use, modify, upload, download, and share content, but you
must acknowledge the Department of Basic Education, the authors and
contributors. If you make any changes to the content you must send the changes
to the Department of Basic Education. This content may not be sold or used for
commercial purposes. For more information about the terms of the license please
see:
http://creativecommons.org/licenses/by-nc-sa/3.0/.
Copyright © Department of Basic Education 2014
222 Struben Street, Pretoria, South Africa
Contact person: Dr Patricia Watson
Email: watson.p@dbe.gov.za
Tel: (012) 357 4502
http://www.education.gov.za
Call Centre: 0800202933
The first edition published in 2012 Revised National Curriculum Statement (RNCS)
Mind the Gap Grade 12 Study Guide Geography: ISBN 978-0-621-4090
Second edition published in 2014 Curriculum and Assessment Policy Statement
(CAPS) Mind the Gap Grade 12 Study Guide Geography: ISBN 978-1-4315-1948-
4
Mind the Gap team
Series managing editor: Dr Patricia Watson
Production co-ordinators for CAPS edition: Lisa Treffry-Goatley and Radha Pillay
Authors: Julian, Alkasater Richard Brown, Gail Davidson, Mpho Chuene, Gail
Davidson, Ivy Hughes, Portia January, Cedric Kruger, Xolisa Luthi, Johannes
Matlaupe Mashitoa, Mosebestsi Mofokeng, Selvia Singh, Ireen Turpin
Expert readers: Anthony Blignaut, Allison Lamb, Steven Marokane, Tsakane
Mongwe, Vincent Pillay, Pule Rakgoathe, Muofhe Thenga
Editors: Renee Ferreira, Julia Grey
Proofreader: Jenny de Wet
Designers: Alicia Arntzen, Philisiwe Nkosi, Michele Dean, Nomalizo Ngwenya
Study skills: Margarita Karnasopoulos
Illustrators: Michele Dean, Kenneth Kunene, Vusi Malindi, Bié Venter
Cover illustration: Alastair Findlay
Onsite writers’workshop support: Wayne Cussons
© Department of Basic Education 2014
Ministerial foreword
The Department of Basic Education has pleasure in releasing the second
edition of Mind the Gap study guides for Grade 12 learners. These study
guides continue the innovative and committed attempt by the Department
of Basic Education to improve the academic performance of Grade 12
candidates in the National Senior Certificate (NSC) examination.
The study guides have been written by subject expert teams comprised
of teachers, examiners, moderators, subject advisors and subject co-
ordinators. Research started in 2012 shows that the Mind the Gap series
has, without doubt, had a positive impact in improving grades. It is my
fervent wish that the Mind the Gap study guides take us all closer towards
ensuring that no learner is left behind, especially as we move forward in
our celebration of 20 years of democracy. Matsie Angelina Motshekga, MP
The second edition of Mind the Gap is aligned to the 2014 Curriculum and Minister of Basic Education
Assessment Policy Statement (CAPS). This means that the writers have
considered the National Policy pertaining to the programme, promotion
requirements and protocol for assessment of the National Curriculum
Statement for Grade 12 in 2014.
The Mind the Gap CAPS study guides take their brief in part from the 2013
National Diagnostic report on learner performance and draws on the
2014 Grade 12 Examination Guidelines. Each of the Mind the Gap study
guides provides explanations of key terminology, simple explanations and
examples of the types of questions that learners can expect to be asked in
an exam. Marking memoranda are included to assist learners in building
their understanding. Learners are also referred to specific questions in
past national exam papers and examination memos that are available on
the Department’s website – www.education.gov.za.
The CAPS edition include Accounting, Economics, Geography, Life
Sciences, Mathematics, Mathematical Literacy and Physical Sciences.
The series is produced in both English and Afrikaans. There are also
nine English First Additional Language study guides. They include EFAL
Paper 1 (Language); EFAL Paper 3 (Writing); and a study guide for each of
the Grade 12 prescribed literature set works.
The study guides have been designed to assist those learners who
have been underperforming due to a lack of exposure to the content
requirements of the curriculum and aims to mind-the-gap between failing
and passing, by bridging the gap in learners’ understanding of commonly
tested concepts so candidates can pass.
All that is now required is for our Grade 12 learners to put in the hours
preparing for the examinations. Learners make us proud – study hard. We
wish each and every one of you good luck for your Grade 12 examinations.
_________________________________
Matsie Angelina Motshekga, MP
Minister of Basic Education
May 2014
© Department of Basic Education 2014
© Department of Basic Education 2014
Table of Contents
Dear Grade 12 learner. .......................................................................................................vii
How to use this study guide...............................................................................................viii
Top 10 study tips...................................................................................................................ix
Question words to help you answer questions. ..............................................................xiv
Study skills to boost your learning. .....................................................................................x
On the day of the exam … .................................................................................................xiii
Learner’s checklist...............................................................................................................xv
Chapter 1: Climate and weather....................................................................... 1
KEY CONCEPTS......................................................................................................................2
1.1. Introduction.................................................................................................................3
1.1.1 Synoptic weather map interpretation. .........................................................3
1.1.2 Global winds/planetary winds......................................................................6
1.2. Cyclones......................................................................................................................6
1.2.1 Mid-latitude cyclones . ..................................................................................6
1.2.2 Tropical cyclones. ..........................................................................................8
1.2.3 Characteristics of mid-latitude cyclones and tropical cyclones. ................9
1.3 Factors affecting the South African climate. ......................................................... 11
1.3.1 The impact of the ocean and the ocean currents on South Africa’s
climate. ....................................................................................................... 11
1.3.2 The impact of the plateau on South Africa’s climate............................... 13
1.3.3 The impact of the subtropical high pressure belt on South Africa’s
climate. ....................................................................................................... 13
1.4 Local Climate (valley and city climate)................................................................... 16
1.4.1 Anabatic and katabatic winds. .................................................................. 16
1.4.2 Aspect. ........................................................................................................ 17
1.4.3 City climates................................................................................................ 19
Chapter 2: Geomorphology............................................................................. 21
KEY CONCEPTS....................................................................................................................21
Fluvial geomorphology...................................................................................................... 23
2.1 Groundwater. ........................................................................................................... 24
2.2 Rivers........................................................................................................................ 26
2.2.1 Types of rivers............................................................................................. 26
2.2.2 Drainage basins. ........................................................................................ 29
2.2.3 Stages of a river.......................................................................................... 32
2.2.4 River profiles............................................................................................... 33
2.2.5 River capture and rejuvenation................................................................. 35
2.2.6 Catchment and river management. .......................................................... 38
Chapter 3: Rural settlement and urban settlement. ..................................... 40
KEY CONCEPTS....................................................................................................................41
3.1 Study of settlements. .............................................................................................. 42
3.1.1 Function. ..................................................................................................... 42
3.1.2 Size and complexity.................................................................................... 43
3.2 Rural settlements.................................................................................................... 44
3.2.1 Reasons for the location of rural settlements......................................... 46
3.2.2 Rural-urban migration............................................................................... 48
3.3 Urban settlements................................................................................................... 51
3.3.1 Reasons for the location of urban settlements........................................ 51
3.3.2 Types of urban settlements. ...................................................................... 52
3.3.3 Structure of an urban area........................................................................ 55
3.3.4 Urban settlement problems....................................................................... 66
3.3.5 Economic, social and environmental injustice......................................... 67
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CONTENTS v
© Department of Basic Education 2014
Chapter 4: Economic Geography of South Africa......................................... 77
KEY CONCEPTS................................................................................................................... 78
4.1 Primary economic activities.................................................................................... 80
4.1.1 Farming in South Africa.............................................................................. 81
4.1.2 Mining in South Africa................................................................................ 84
4.2 Secondary economic activities............................................................................... 85
4.2.1 Industrial development in South Africa..................................................... 86
4.3 Tertiary economic activities. ................................................................................... 90
4.3.1 The informal sector in South Africa........................................................... 91
4.4 Quaternary economic activities.............................................................................. 92
4.5 Understanding graphs and tables.......................................................................... 93
4.5.1 Understanding graphs................................................................................ 93
4.5.2 Understanding tables................................................................................. 97
Chapter 5: Mapwork. ..................................................................................... 100
5.1 Introduction............................................................................................................ 100
5.2 Some basic mapwork concepts............................................................................ 101
5.3 Mapwork calculations. .......................................................................................... 103
5.3.1 Introduction to mapwork calculations..................................................... 103
5.3.2 Mapwork calculations: distance, area and gradient.............................. 104
5.3.3 Mapwork calculations: true bearing, magnetic declination, magnetic
bearing, position, map sheet reference, vertical exaggeration............. 111
5.4 Application of theory to a topographic map and an orthophoto. .......................133
5.4.1 Climatology. ..............................................................................................133
5.4.2 Geomorphology. .......................................................................................135
5.5 Geographical information systems – GIS. ...........................................................136
Appendix: Exemplar paper............................................................................ 139
© Department of Basic Education 2014
vi CONTENTS Mind the Gap CAPS Grade 12 Geography
© Department of Basic Education 2014
Dear Grade 12 learner
This Mind the Gap study guide helps you to prepare for the end-of-year
CAPS Geography Grade 12 exam.
The study guide does NOT cover the entire CAPS curriculum, but it does
focus on core content of each knowledge area and points out where you
can earn easy marks.
You must work your way through this study guide to improve your
understanding, identify your areas of weakness and correct your own
mistakes. To ensure a high-quality pass, you should also cover the
remaining parts of the curriculum using other textbooks and your class
notes.
We are confident that this Mind the Gap study guide can help you to
prepare well so that you pass the end-of-year exams.
Overview of the exam for CAPS
Geography Grade 12
Paper 1 (Theory exam) Paper 2 (Mapwork exam)
225 Marks 75 Marks
• You are given four questions of • Question 1 – Multiple-choice
75 marks each in Paper 1. You (mapwork calculations and some
are expected to answer only three interpretation): Read each option
questions. Make sure you don’t carefully to avoid careless mistakes
repeat a question. (15 marks).
• Carefully read through all the • Question 2 – Mapwork skills and With
Geography,
questions on a topic, including calculations: Write the formula
you always know
referring to the diagrams in the down for each calculation and show where you
addendum, before you start to all workings for all calculations, as are!
answer the sub-questions. Look out marks are awarded for these steps
for clues (hints) that could help you (20 marks).
to answer the questions. • Question 3 – Interpretation of the
• Use a blue pen to write your map using your theory knowledge:
answers. Diagrams should be done Study the map carefully, especially
in pencil only. the blocks mentioned in the
• Always use point form when question (e.g. D3), for clues that
answering questions, except if you could help you answer the question
are asked to write a paragraph, (25 marks).
e.g. if a question says: ‘Write a • Question 4 – GIS knowledge:
paragraph of no more than 12 Carefully study your map, including
lines...’ the reference key, to answer the
questions in this section
(15 marks).
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography INTRODUCTION vii
© Department of Basic Education 2014
Look out for
How to use this study guide
these icons in the This study guide covers selected aspects of the different topics of the
study guide. Grade 12 Geography curriculum in the order that it is usually taught
during the year. The selected aspects of each topic are presented in the
following way: PAY SPECIAL ATTENTION
NB NB
• An explanation
NB of terms and
PAY SPECIAL ATTENTION
concepts
NB
• Worked examples to explain and demonstrate
• Activities with questions for you to answer
PAY SPECIAL ATTENTION
NBfor you to use to check yourNB
HINT!
• Answers own work
HINT! hint
hint
Hints to help you
remember a concept
NB
PAY SPECIAL ATTENTION
Pay special attention NBhint
HINT!
orEG -
guide you in
e.g. EG - worked examples
Worked examples
e.g. worked examples
solving problems
exams
HINT!
e.g.
exams
EG - worked examples Activities with
Step-by-step Refers you to exam
hint instructions questions
questions for you
to answer
exams
e.g. EG - worked examples
• We have provided you with a chapter organogram activity
at the beginning of
each sectionactivity
to focus your thinking and give you an overview of each
ACTIVITIES boy
and girl-left and
exams section. ACTIVITIES boy
and girl-left and
right of page
activity
right of page
• The study guide includes a table of key concepts with definitions
activity
activity
which need to be learnt offACTIVITIES
by heart. boy
You can gain easy marks for the
recall of definitions in the right singleof page mark questions.
and girl-left and
• A checklist from the exam guidelines for Geography has been comment comment
activity Step by step
activity provided on pages xv
Step by step to xviii for
comment you to keep
comment track of your progress.
ACTIVITIES boy Once you have mastered the core concepts and have confidence in
and girl-left and
right of page
your answers to the questions provided, tick the last column of the
checklist. comment
activity Step by step comment
• The activities are based on exam-type questions. Cover the answers
and do the activity on your own. Then check your answers. Reward
Step by step comment
yourself
comment
for the things you get right. If you get any incorrect answers,
make sure you understand where you went wrong before moving on
Use this to the next section.
study guide as a workbook. • Exemplar Exam paper is included in the study guide for you to do.
Make notes, draw pictures
and highlight important Check your answers by looking back at your notes and the exam
concepts. memoranda.
© Department of Basic Education 2014
viii INTRODUCTION Mind the Gap CAPS Grade 12 Geography
© Department of Basic Education 2014
Top 10 study tips
Try these
study tips to
1. Have all your materials ready before you begin studying – pencils, make learning
easier.
pens, highlighters, paper, etc.
2. Be positive. Make sure your brain holds on to the information
you are learning by reminding yourself how important it is to
remember the work and get the marks.
3. Take a walk outside. A change of scenery will stimulate your
learning. You’ll be surprised at how much more you take in after
being outside in the fresh air.
4. Break up your learning sections into manageable parts. Trying to
learn too much at one time will only result in a tired, unfocused
and anxious brain.
5. Keep your study sessions short but effective and reward yourself
with short, constructive breaks.
6. Teach your concepts to anyone who will listen. It might feel
strange at first, but it is definitely worth reading your revision
notes aloud.
7. Your brain learns well with colours and pictures. Try to use them
whenever you can.
8. Be confident with the learning areas you know well and focus your
brain energy on the sections that you find more difficult to take in.
9. Repetition is the key to retaining information you have to learn.
Keep going, don’t give up.
10. Sleeping at least 8 hours every night, eating properly and drinking
plenty of water are all important things you need to do for your
brain. Studying for exams is like strenuous exercise, so you must
be prepared physically.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography INTRODUCTION ix
© Department of Basic Education 2014
Study skills to boost your
learning
This guide makes use of three study techniques you can use to help you
learn the material:
• Mobile notes
• Mnemonics
• Mind maps
Mobile notes These
Mobile notes are excellent mobile notes will
tools for learning all the key help you study
smarter…
concepts in the study guide.
Mobile notes are easy to
make and you can take with
them with you wherever
you go:
1. Fold a blank piece of
paper in half. Fold it in
half again. Fold it again.
2. Open the paper. It will
now be divided into
8 parts.
3. Cut or tear neatly
1. Fold an A4 paper into along the folded lines.
8 squares. Cut or tear 4. On one side, write
neatly along the folded the basic concept.
lines. 5. On the other side,
write the meaning
or the explanation
ASPECT
of the basic concept.
6. Use different colours
and add pictures to
help you remember.
7. Take these mobile
2. Write the basic concept notes with you
on one side of a bit of wherever you go and
paper. look at them whenever
you can.
8. As you learn, place
The directio
in which an
the cards in three
slope faces different piles:
• I know well
• Getting there
• I need more
3. Write the definition of practice
the basic concept on 9. The more you learn
the back of the piece of them, the better you
paper. will remember them.
© Department of Basic Education 2014
x INTRODUCTION Mind the Gap CAPS Grade 12 Geography
© Department of Basic Education 2014
Mnemonics
A mnemonic code is a useful technique for learning information that is
difficult to remember. This is an example of a word mnemonic using the
word MAPPING where each letter of the word stands for something else:
M – Make an effort
Success in
Geography
needs mapping
skills.
A – Apply yourself to your studies
P – Practise, practise, practise your
mapwork
P – Prepare well for the exams
I – Ignite your passion for Geography
N – Notice your subject around you
G – Go for it – the stars are the limit!
Mnemonics code information and make it easier to remember.
The more creative you are and the more you link your ‘codes’ to familiar
things, the more helpful your mnemonics will be.
This guide provides several ideas for using mnemonics. Be sure to make
up your own.
Geography brings us all down to Earth!
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography INTRODUCTION xi
© Department of Basic Education 2014
Mind maps
There are several mind maps included in this guide, summarising some of
the sections.
Have a look at the following pictures of a brain cell (neuron) and a
mind map:
Figure 1: Brain cell or neuron
Figure 2: Mind map rules
Mind maps work because they show information that we have to learn in
the same way that our brains ‘see’ information.
As you study the mind maps in the guide, add pictures to each of the
branches to help you remember the content.
You can make your own mind maps as you finish each section.
Mind How to make your own mind maps:
mapping 1. Turn your paper sideways so your brain has space to spread out in all
your notes makes directions.
them more interesting
and easier to 2. Decide on a name for your mind map that summarises the
remember. information you are going to put on it.
3. Write the name in the middle and draw a circle or bubble or picture
around it.
4. Write only key words on your branches, not whole sentences. Keep it
short and simple.
5. Each branch should show a different idea. Use a different colour for
each idea. Connect the information that belongs together. This will
help build your understanding of the learning areas.
6. Have fun adding pictures wherever you can. It does not matter if you
can’t draw well.
© Department of Basic Education 2014
xii INTRODUCTION Mind the Gap CAPS Grade 12 Geography
© Department of Basic Education 2014
On the day of the exam … Remember to
take your calculator
to your mapwork
exam!
1. Make sure you have all the necessary stationery for your exam, i.e.
pens, pencils, eraser, protractor, compass, calculator (with new
batteries), 30 cm ruler as well as your ID document and exam
admission letter.
2. Arrive on time, at least one hour before the start of the exam.
3. Go to the toilet before entering the exam room. You don’t
want to waste valuable time going to the toilet during the exam.
4. Use the 10 minutes reading time to read the instructions
carefully. This helps to ‘open’ the information in your brain.
Start with the question you think is the easiest to get the flow
going. In the mapwork exam, use this time to look carefully at the
whole map.
5. Break the questions down to make sure you understand what is
being asked. If you don’t answer the question properly you won’t
get any marks for it. Look for the key words in the question to
know how to answer it. A list of these words is on page ix of this
study guide.
6. Try all questions. Each question has some easy marks in it so
make sure that you do all the questions in the exam.
7. Never panic, even if the question seems difficult at first. It will be
linked with something you have covered. Find the connection.
GOOD
LUCK!
8. Manage your time properly. Don’t waste time on questions you
are unsure of. Move on and come back if time allows.
9. Check weighting – how many marks have been allocated for your
answer? Take note of how marks are allocated to the questions
in this study guide. Do not give more or less information than is
required.
10. Write big and bold and clearly. You will get more marks if the
marker can read your answer clearly.
If you can dream it, you can do it.
Walt Disney
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography INTRODUCTION xiii
© Department of Basic Education 2014
Question words to help you
answer questions
It is important to look for the question words (the words that tell you what
to do) to correctly understand what the examiner is asking. Use the words
in the following table as a guide when answering questions.
Question word What is required of you
Account for Explain the cause of; explain why; give reasons for
Analyse Separate; examine and interpret critically; positives and negatives; pros and cons
Annotate To add explanatory notes to a sketch, map or drawing
Argue Put forward reasons in support of or against a statement
Classify Place things with similar characteristics in the same group; to arrange according to type or sort
Comment Give your opinion, based on facts
Compare To list both similarities and differences
Contrast Stress the differences between things, events or problems
Define Give a concise and clear meaning
Demonstrate Show or make clear; illustrate or explain; prove by reasoning and evidence (note that you can
give examples)
Describe List the main characteristics of something; give an account of (note that a diagram or map
may be part of a description)
Discuss Give the reasons for your statement; present both sides and reach a conclusion
Evaluate Express an opinion, using evidence, of how good/bad, negative/positive, successful/
unsuccessful something is
Explain Make clear, interpret, and spell outPAY
the material you present. Give reasons for differences of
SPECIAL ATTENTION
opinion or of results NB NB
Give To state facts without discussions or explanations (note that you may be asked to ‘Give a
reason’)
Identify Name a feature from the source material
HINT!
Interpret To give an explanation of; to give the meaning of
hint
In every exam
question, put a CIRCLE e.g. Examples of question words
EG - worked examples
around the question word and
underline any other important
key words. These words tell 1. Draw a longitudinal profile of a river (from source to mouth)
you exactly what is and show the upper, middle and lower course. (4 × 1 = 4)
being asked. exams
2. List two features of the upper course of a river. (2 × 2 = 4)
3. Describe a river in its lower course. (2 × 2 = 4)
4. Describe one difference between the river channel in the
upper course and the lower course. (2 × 2 = 4)
[16]
activity
ACTIVITIES boy
and girl-left and
right of page
activity
© Department of Basic Education 2014
xiv INTRODUCTION Mind the Gap CAPS Grade 12 Geography
© Department of Basic Education 2014
Learner’s checklist
Use this checklist to monitor your progress when preparing for the exam. The ticks (3) tell you which parts
of the curriculum are covered in this study guide. The stars (*) tell you to go to textbooks and class notes.
Aspect of the curriculum Covered in I do not I
study guide understand understand
CLIMATE AND WEATHER
1. Mid-latitude cyclones General characteristics 3
Areas where mid-latitude cyclones form 3
Stages of development *
Cold front conditions 3
Warm front conditions *
Occluded fronts *
Identification on synoptic charts and 3
on a satellite image
2. Tropical cyclones General characteristics 3
Factors causing tropical cyclones 3
Areas where tropical cyclones form 3
Stages in formation *
Associated weather patterns *
Identification on synoptic charts and 3
satellite images
Impact on human activities and the *
environment
Possible precaution and management *
of the effects
3. Subtropical anticyclones Factors affecting South African climate 3
and associated weather
Location of the high pressure systems *
conditions
General characteristics of the high *
pressure systems
Anticyclonic circulation *
Travelling disturbances: Mid- *
latitude and tropical cyclones, line
thunderstorms, berg winds
Reading and interpreting satellite
images and synoptic weather maps
4 Valley climates Slope aspect 3
Anabatic winds 3
Katabatic winds 3
Inversions 3
Frost pockets 3
Influence on human activities 3
(settlement and farming)
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography INTRODUCTION xv
© Department of Basic Education 2014
5. City climates Reasons for differences between rural 3
and urban climates
Urban heat islands 3
Pollution dome 3
Ways to reduce the urban heat island 3
effects
GEOMORPHOLOGY
Drainage systems of South Africa
1. Drainage basins 3
2. Drainage patterns 3
3. Drainage density 3
4. Types of rivers 3
5. Discharge of rivers Hydrographs 3
Laminar flow
Turbulant flow
6. River profiles Cross profile 3
Longitudinal profile
7. Fluvial landforms 3
8. River grading 3
9. Rejuvenation Reasons 3
Landforms
10. River capture/Stream 3
piracy
11. Catchment and river 3
management
RURAL SETTLEMENT AND URBAN SETTLEMENT
1. Study of settlements Concept of settlement 3
Site and situation
2. Study of settlements Patterns 3
Size
Complexity
Functions
3. Rural settlement
3.1 Site and situation 3
of the rural
settlements
3.2 Classification of Patterns 3
rural settlements Shape
4. Land use in rural areas 3
5. Rural settlement issues 3
5.1 Rural-urban 3
migration
© Department of Basic Education 2014
xvi INTRODUCTION Mind the Gap CAPS Grade 12 Geography
© Department of Basic Education 2014
5.2 Rural depopulation *
and its
consequences on
rural areas
5.3 Ways to address 3
rural depopulation
5.4 Social justice 3
issues in rural
areas
URBAN SETTLEMENT
6. The origin of urban *
settlements
7. Site and situation of the 3
urban settlements
8 Classification of urban 3
areas
8.1 Function Central place towns 3
Trade and transport
Specialised cities
9. Urban Hhierarchy 3
10. Urban structures and 3
patterns
11. Land use zones 3
12. Morphological structure 3
of a city
13. Models of the urban 3
structures
14. Urban settlement issues 3
14.1 Problems in the
urban settlements
15. Environmental, economic 3
and social injustice
ECONOMIC GEOGRAPHY OF SOUTH AFRICA
1. Structure of the economy 3
1.1 Economic sectors Primary 3
Secondary
Tertiary
Quaternary
1.2 Contribution of the Primary 3
economic sectors
2. Agriculture/Farming 3
2.1 The role of small Importance of farming 3
and large scale
farmers
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography INTRODUCTION xvii
© Department of Basic Education 2014
2.2 Main products *
2.3 Factors influencing Promote/Favour 3
farming in South Hinder/Restrict/Limit
Africa
2.4 Food security and 3
insecurity
3. Mining 3
3.1 Contribution of 3
mining/Role of
mining
3.2 Factors influencing Promote/Favour 3
mining in South Hinder/Restrict/Limit
Africa
4. Secondary and tertiary 3
sectors
4.1 Contribution of Secondary sector 3
secondary and tertiary
sector
Types of Industries *
Factors influencing Promote/Favour 3
industrial development Hinder/Restrict/Limit
and their location
South Africa’s industrial Gauteng (PWV) 3
regions Ethekwini (Durban-Pinetown)
Nelson Mandela Metro (Port Elizabeth-
Uitenhage
South Western Cape
Strategies for industrial Post-apartheid industrial development 3
development Spatial development initiatives
Industrial development zones
Informal sector Characteristics 3
Reasons for development 3
Challenges facing Informal Sector 3
5. Quartenary economic 3
activiites
GEOGRAPHICAL SKILLS AND TECHNIQUES
1. Mapwork techniques 3
2. Application 3
Photographs
3. Photographs used in *
mapwork
4. Application 3
5. GIS 3
© Department of Basic Education 2014
xviii INTRODUCTION Mind the Gap CAPS Grade 12 Geography
Chapter 1
Climate and
weather
This chapter covers secondary (regional) and tertiary (local) circulations
or weather patterns. This knowledge will enable you to analyse weather
patterns and the microclimate of cities and valleys in the exam.
Climate
and weather
Secondary Tertiary
circulation circulation
SA climate Synoptic Global air Cyclones (1.2) Local climate
(1.3) weather circulation (1.4)
(1.1.1) (Baseline)
(1.1.2) Mid-latitude
Ocean and cyclones Anabatic and
ocean currents (1.2.1) Katabatic
(1.3.1) winds (1.4.1_
Tropical
Plateau (1.3.2) cyclones Aspect (1.4.2)
(1.2.2)
Subtropical
high pressure City climate
Charateristics
belt (1.3.3) (1.4.3)
of cyclones
(1.2.3)
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 1 CLIMATE AND WEATHER 1
1 Chapter
Key concepts
PAY SPECIAL ATTENTION
NB NB in this chapter, you will
If you know and understand the definitions
be able to answer most of the questions in the climate and weather
(climatology) section of the final exam. Use your mobile notes to learn these concepts
well (see page x for instructions on how to make them). Adding pictures to your mobile
notes will help you remember
HINT! the concepts.
hint
CONCEPT DEFINITION
Anabatic winds e.g. EG - worked examples
Warm winds that blow up a valley slope during the day.
Anticyclone Forms as a result of sinking air. Air movement is anticlockwise, divergent
(high pressure) (outwards), subsiding (sinking) in the southern hemisphere, e.g. South Atlantic
exams
High, South Indian High and Kalahari High.
Aspect The direction in which a slope faces.
Berg winds Hot, dry winds that blow from the interior of South Africa to coastal areas.
Climate change activity
Long-term changes to the global climate, resulting in unusual and extreme
(stronger) weather conditions.
ACTIVITIES boy
and girl-left and
Cyclone Forms as a result of rising air. Air movement is clockwise, convergent (inwards),
right of page
(low pressure) rising (convection) in the southern hemisphere, e.g. coastal low, tropical
activity
cyclone, mid-latitude cyclone.
Heat island Higher temperatures in urban areas than the surrounding rural area. There are
many causes of heat island including pollution.
Step by step comment comment
Inversion layer Zone where sinking cold air meets with the rising warm air. A layer of the
atmosphere in which temperature increases with height.
Inter-tropical convergence An area along the equator where the tropical easterlies from both hemispheres
zone (ITCZ) meet.
Katabatic winds Cold winds that blow down a valley slope at night.
Polar Easterlies Winds that blow from the pole towards subpolar low pressure belts (90° to
60°).
Temperature inversion Temperature increasing with height.
Thermal belt Zone of warmer temperature above the valley floor.
Tropical easterlies/trade Winds that blow from the subtropical high belts towards the equatorial low
winds pressure belt (0° to 30°).
Westerlies Winds that blow from the subtropical high pressure belts to the subpolar low
pressure belts (30° to 60°).
© Department of Basic Education 2014
2 CHAPTER 1 CLIMATE AND WEATHER Mind the Gap CAPS Grade 12 Geography
Chapter 1
1.1 Introduction
Our focus will be on the South African climate, mid-latitude cyclones,
tropical cyclones, sub-tropical anticyclones and local climate (valley and
city climate). But first we need to understand synoptic weather charts
(maps), and satellite images.
1.1.1 Synoptic weather NB
map PAY SPECIAL ATTENTION
NB
interpretation
To better understand weather patterns and weather phenomena you need Synoptic weather maps are
to be able to interpret the synoptic weather map. A synopticHINT!
weather map very often tested in the exam.
shows weather conditions and phenomena (temperature, precipitation,
hint
wind speed and direction, atmospheric pressure and cloud coverage) over
a wide area at a given time based on worldwide observations recorded at
the same time (from weather stations, airplanes, weather balloons and
satellites).
e.g. EG - worked examples
On a synoptic weather map there are lines called isobars:
• These lines join points of equal pressure (all along one isobar the
pressure is the same).
exams
• The pressure is measured in hectopascals (hpa)/millibars (mb).
• The isobars form patterns (shapes formed by many isobars). Note that
Figures 1.1.1A and B show a low pressure and a high pressure cell. the pressure reading
decreases towards the centre
of a Low and increases
towards the centre of a
High.
activity
ACTIVITIES boy
and girl-left and
right of page
activity
Figure 1.1.1A: Low pressure cell as Figure 1.1.1B: High pressure cell as
seen on a synoptic weather chart seen on a synoptic weather chart
Step by step comment comment
Figure 1.1.1C on page 4 shows a simple weather station. It describes the
weather of a particular place that is found on a synoptic weather map.
In the exam, you may be asked to describe the weather of a particular
place on the synoptic weather map by referring to the weather station. You
will need to comment on the following weather elements:
• Cloud cover
• Wind direction
• Wind speed
• Air temperature
• Dew point temperature
• Precipitation (any form of water falling from the sky, e.g. rain, hail,
snow and ice)
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 1 CLIMATE AND WEATHER 3
1 Chapter
Note the following weather conditions for this
Remember
your compass
weather station:
points to determine
Wind speed 15 knots
wind direction.
Wind direction NW
Air temperature 27°C
Precipitation rain
Dew point temperature 24°C
Cloud cover overcast
Figure 1.1.1C: An example of a weather station
Cloud cover Wind speed Precipitation
PAY SPECIAL ATTENTION
clear 5 knots rain
NB NB
drizzle
10 knots showers
¾ cloudy
Make sure you know the snow
weather symbols shownHINT!in hail
15 knots
hint
Figure 1.1.1D (right). They will
help you to write this type of
overcast fog
question. 20 knots mist
thunderstorms
e.g. EG - worked examples
thunderstorms with hail
Figure 1.1.1D Weather symbols used on a synoptic weather chart
exams
PAY SPECIAL ATTENTION
NB NB When answering questions based on a synoptic weather chart
in the exam, you will be given either a summer synoptic chart
(see Figure 1.1.1E) or a winter synoptic chart (see Figure 1.1.1F).
Make sure you know which features to look out for on the chart you are given.
activity
HINT!
hint
Summer
ACTIVITIES boy
and girl-left and
synoptic chart
Figure 1.1.1E shows a typical summer synoptic weather chart of South
right of page
Africa. The features of a summer synoptic chart to note are:
e.g. activity
EG - worked examples
1. Tropical cyclone (look for the symbol on the synoptic chart)
2. Low pressure over the land (see the low pressure cell in
Figure 1.1.1E)
exams 3. The date
Step by step comment comment
4. South Indian high pressure found south east of South Africa is
further south (see the high pressure cell in Figure 1.1.1E)
5. Generally high temperatures over the land
activity
ACTIVITIES boy
and girl-left and
right of page
activity
© Department of Basic Education 2014
4 CHAPTER 1 CLIMATE AND WEATHER Mind the Gap CAPS Grade 12 Geography
Chapter 1
Note the high
temperatures at this Tropical
weather station cyclone
Weather station
Temperature: 28°C
Dew point temperature:
23°C
Wind direction: NE
Wind speed: 20 knots
Cloud cover: Overcast
Precipitation: Rain
Low pressure
Date South Indian
high pressure
Figure 1.1.1E: A typical summer synoptic weather chart of South Africa
Winter synoptic weather chart
Figure 1.1.1F shows a typical winter synoptic weather chart of South Africa.
The features of a winter synoptic weather chart to note are:
1. Cold fronts moving over the land
2. Dominant Kalahari high pressure over the land (look for a large high
pressure cell over the land)
3. The date
4. South Indian high pressure and the South Atlantic high pressure are
closer to the land and further north
5. Generally low temperatures over the land
cold front
low temperature clear skies
Weather station
Temperature: 11°C
Dew point temperature:
6°C
Wind direction: N 11
• Gough
Wind speed: 10 knots 6
Cloud cover: Overcast
Precipitation: Rain
Date
Figure 1.1.1F: A typical winter synoptic weather
chart of South Africa
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 1 CLIMATE AND WEATHER 5
1 Chapter
1.1.2 Global air circulation
These are winds that cover large areas over the Earth’s surface. There are
three global wind systems:
• The tropical easterlies
• The westerlies
• The polar easterlies
PAY SPECIAL ATTENTION
NB NB force causes global winds to move to the left in the
A force called Coriolis
southern hemisphere and to the right in the northern hemisphere.
Learn to redraw Figure 1.1.2 The tri-cellular arrangement, the pressure belts and the global winds
and label it from memory. together form the global air circulation. This is shown in Figure 1.1.2 below.
HINT!
hint
Polar cell Polar high pressure
EG - worked examplesPolar easterlies
e.g.
Ferrel cell
Subpolar low pressure
Westerlies Subtropical high pressure
exams
Hadley cell
Tropical easterlies
Equatorial low pressure Intertropical convergence
zone
Tropical easterlies
Hadley cell Subtropical high pressure
Westerlies
activity
Subpolar low pressure
ACTIVITIES boy
Ferrel cell and girl-left and
Polar easterlies
right of page
Polar high pressure
activity
Polar cell
Figure 1.1.2: Global air circulation
Step by step
1.2 Cyclones
comment
comment
1.2.1 Mid-latitude cyclones
In this section, we look at mid-latitude cyclones in more detail. We
will focus on the cross-section through a mature mid-latitude cyclone
and the weather that occurs as a result of the cold front. This is the most
frequently tested section as South Africa is mostly affected by the passage
of cold fronts.
Figure 1.2.1A shows a cross-section through a mid-latitude cyclone. You
must be able to label and sketch the cross-section from a synoptic view, as
shown in Figure 1.2.3A (see page 10, table 1.1).
© Department of Basic Education 2014
6 CHAPTER 1 CLIMATE AND WEATHER Mind the Gap CAPS Grade 12 Geography
Chapter 1
Learn to
General movement
redraw Figure 1.2.1A
of system
and label it. You must be
Cumulonimbus able to describe the weather
Cold that occurs with a
front mid-latitude
cyclone.
Warm
Warm sector front
0°C
0°C Cold dense air moves Cold dense air
Warm air rising moving away
under warm air
2 1 above cold air
A B
Figure 1.2.1A: Cross-section from A to B through a mature mid-latitude cyclone
(from synoptic view in Figure 1.2.3A)
As a mid-latitude cyclone moves towards South Africa, it is the cold front
that mostly affects our weather (see Figure 1.2.1C on page 8).
To prepare
Weather in front of the cold front (see point 1 in Figure 1.2.1A above): better for the exam
• Cool temperatures and understand this topic
better, read up on the
• Very low pressure weather associated with the
• Overcast conditions, cumulonimbus clouds warm front and
• Thunderstorms warm sector.
Weather behind the cold front (see point 2 in Figure 1.2.1A above):
• Cold temperatures
• High pressure
• Partly cloudy conditions, cumulus clouds
• Light rain
Note that as a mid-latitude cyclone moves from west to east, we experience
the warm air mass in front of the cold front first, then the air behind the
cold front. This can be seen in Figure 1.2.1A (above) as you move over from
point 1 to 2.
Figure 1.2.1B (below) shows the weather conditions before and after the
cold front.
Very low pressure High pressure
Partly
Overcast Cumulus cloudy
Cumulonimbus
Cold
Light rain
In front of the cold front The cold front Behind the cold front
Figure 1.2.1B: Weather conditions before and after the cold front
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 1 CLIMATE AND WEATHER 7
1 Chapter
Clouds along
cold front
Clouds along
warm front
Figure 1.2.1C Satellite image of a mid latitude cyclone
Make 1.2.2 Tropical cyclones
sure you are able
to draw Figure A tropical cyclone is a type of low pressure system which generally forms in
1.2.2A and label it the tropics (between 5°C and 30°C North and South). It is accompanied by
correctly. thunderstorms and a circulation of winds near the Earth’s surface, which
is clockwise in the southern hemisphere and counter-clockwise in the
northern hemisphere. Tropical cyclones are also known as hurricanes in
America; typhoons in China and Japan; and willywillies in Australia. Tropical
cyclones are given names alphabetically within the season in which they
occured. For example, ‘Alfred’ will denote that it is the first tropical cyclone
to occur in that season.
We will now look at tropical cyclones in more detail by focusing on the
cross-section through a mature
tropical cyclone.
Subsiding air
In order for the tropical cyclone to
occur there should be:
Cumulonimbus • temperature of 27°C and more
Cumulonimbus
• Coriolis force
• enough moisture
Eye
• less function
igure 1.2.2A shows a cross-
F
Cumulus section through a tropical cyclone.
Low
pressure You must be able to label and
sketch the cross-section from a
Thunderstorms
synoptic view as shown in Figure
A B 1.2.3A (see page 10, table 1.1).
Figure 1.2.2A: Cross-section from A to B through a tropical cyclone (from
synoptic view in Figure 1.2.3B) (page 10, table 1.1)
© Department of Basic Education 2014
8 CHAPTER 1 CLIMATE AND WEATHER Mind the Gap CAPS Grade 12 Geography
Chapter 1
1.2.3 Characteristics of mid-latitude
cyclones and tropical cyclones
1. Multiple-choice questions
Example:
Another name for a mid-latitude cyclone is:
1. Temperate cyclone You must
know the characteristics
2. Tropical storm of each cyclone. In the exam
3. Typhoon these characteristics are
typically asked in one of
4. Tropical cyclone
three ways:
(Correct answer is underlined)
2. Short answer questions
Example:
List two characteristics of a tropical cyclone.
Answer:
1. Accompanied by thunderstorms
2. Eye in the centre
3. Draw a cross-section from A to B
For example, see Figures 1.2.2A and 1.2.3B.
Table 1.1 compares the characteristics of mid-latitude cyclones and tropical
cyclones.
CHARACTERISTICS
Mid-latitude cyclone Tropical cyclone
Other names Frontal depression, temperate cyclone, Hurricane, typhoon, Willywillies (named
extra tropical cyclone alphabetically at the beginning of each season)
Formation 40–60o N and S around 5o N and S
Occurrence 30–60o N and S Over tropical oceans 5–30o N and S
Movement West to east (driven/pushed by Westerlies) East to west (driven/pushed by Easterlies)
All year round in both hemispheres; affects
Season Mid- to late summer, early autumn
South Africa in winter
Identifying Warm front, warm sector, cold front, cold Stormy weather in the vortex; the eye is a calm,
features sector intense low pressure area
Weather associated with a cold front:
Warm to hot, violent winds; intense
Weather overcast, low temperatures, strong winds,
thunderstorm activity
heavy rain
Eastern side of continents in tropical
Areas affected Western side of continents in mid-latitudes
latitudes
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 1 CLIMATE AND WEATHER 9
1 Chapter
Cold front NW Warm front
Cold Warm
sector sector
Synoptic A B
representation
A B
of the cyclones
SW
on a weather
map
Figure 1.2.3A: Synoptic view of mid-latitude
cyclone Figure 1.2.3B: Synoptic view of tropical cyclone
Table 1.1: Characteristics of mid-latitude and tropical cyclones
Notice the
clouds
spiralling in
clockwise
pattern
Figure 1.2.3C Satellite image and a synoptic weather chart of the same day
© Department of Basic Education 2014
10 CHAPTER 1 CLIMATE AND WEATHER Mind the Gap CAPS Grade 12 Geography
Chapter 1
1.3 Factors affecting the
South African climate
There are three factors that have the greatest impact on South Africa’s
climate:
• South Africa is surrounded by oceans and ocean currents.
• South Africa is mostly found on a plateau.
• South Africa is affected by the subtropical high pressure belt.
These three factors cause the typical weather we experience in each
season. Let us look at each factor in more detail.
The
warm Agulhas
1.3.1 The impact of the ocean current flows along the
south coast. However, you
and the ocean currents on South do not need to know how
it affects the country’s
Africa’s climate climate.
Much of South Africa is surrounded by oceans. The oceans affect the
temperature at the coast and inland as follows:
• Water heats up slowly and cools down slowly.
• This moderates temperatures along the coastline (i.e. the minimum
and maximum temperatures are not very far apart) – also known as
maritime.
• This causes temperatures inland to be extreme (i.e. the minimum
and maximum temperatures are very far apart) – also known as
continental.
For example, in winter the temperature in Johannesburg is a maximum of
25°C and a minimum of 1°C (extreme), whereas in Durban the maximum
is 24°C and the minimum is 15°C (moderate).
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 1 CLIMATE AND WEATHER 11
1 Chapter
The ocean currents also affect the temperatures and rainfall:
• The currents on our east and west coasts have the greatest impact
on South Africa’s climate.
• The warm Mozambique current flows along our east coast.
• The cold Benguela current flows along our west coast.
• The warm Mozambique current causes high temperatures and more
rain on the east coast.
• The cold Benguela current causes low temperatures and less rain on
our west coast.
Because of the influence of these currents, temperatures are higher on
the east coast than on the west coast. Figure 1.3.1A shows the ocean
currents that affect South Africa’s climate and the resultant minimum
temperatures.
To prepare
well for the exam °C
and to understand this <7,5
topic better, find out the cause 7,5–10
of the winter rainfall in the 10–15
south-western >15
Cape.
Bloemfontein
Port Nolloth
n
urre
la c
Durban
gue )
Ben (cold
M
cu oz
ts rre am
nt bi
(w que
ar
m )
Cape Town
nt (warm)
Agulhas curre
Figure 1.3.1A: The three ocean currents and their effect on minimum
temperatures.
Figure 1.3.1B shows the ocean currents
°C
<20 that affect South Africa’s climate and the
20–22,5 resultant maximum temperatures.
22,5–27,5
>27,5 Figure 1.3.1C shows the seasons in which
rainfall is received in South Africa. The black
arrow shows how rainfall decreases from
east to west across the country mainly due
to the Mozambique and Benguela currents.
Port Nolloth
Bloemfontein
• The east coast gets rain all year round,
so it will have a higher rainfall.
old)
Durban
• The west coast is an arid (desert)
current (c
m)
(w
region so it receives very little rain.
Benguela
ar
ur rent
biq
ue
c
oz am
Cape Town M
t (warm)
Agulhas curren
Figure 1.3.1B: The three ocean currents and their effect on
maximum temperatures
© Department of Basic Education 2014
12 CHAPTER 1 CLIMATE AND WEATHER Mind the Gap CAPS Grade 12 Geography
Chapter 1
Summer rain
Winter rain
Rain throughout the
year
Arid regions
Very dry
Pretoria
Johannesburg
l
Vaa
Orange
n
ledo
Bloemfontein Ca
rr
ela cu
Bengu
e
Orang Durban
)
t (w
arm
ld
ent (co
iqu
ec
urr
en
)
East London
mb
Cape Town Port Elizabeth Mo
za
Agulhas current (warm)
Figure 1.3.1C Rainfall seasons in South Africa
1.3.2 The impact of the plateau on
South Africa’s climate
South Africa is situated mostly on a plateau (a Escarpment
flat area found at a high altitude).
Figure 1.3.2A below is a cross-section of
South Africa from west to east showing the
relief (landscape) of the country.
West Plateau East
The higher you go, the cooler it gets. Therefore, coast coast
places on the plateau (high altitude) will
experience lower temperatures than places Figure 1.3.2A: Cross-section of South Africa from west to east
showing the relief of the country
at a lower altitude.
Places in the Lowveld (Mpumalanga) have higher temperatures than
places on the Highveld (Gauteng and Free State).
1.3.3 The impact of the subtropical
high pressure belt on South Africa’s
climate
South Africa is affected by three high pressure cells:
• South Atlantic high pressure (SAHP)
• South Indian high pressure (SIHP)
• Kalahari high pressure (KHP)
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 1 CLIMATE AND WEATHER 13
1 Chapter
Figure 1.3.3A below shows the position of the three high pressure cells in
To prepare and around South Africa.
well for the exam
and understand this topic
better, find out how the
Kalahari high pressure causes
the plateau to receive
summer rainfall
only.
KHP
SAHP SIHP
Figure 1.3.3A
• The South Atlantic high pressure causes cool, dry winds to blow onto
the south-western Cape.
• The South Indian high pressure causes warm, moist winds to blow
onto the east coast.
• The Kalahari high pressure has the greatest impact on South Africa’s
climate:
–– It causes generally clear skies and warm temperatures because
the air is descending and dry (in winter).
–– It results in only summer rainfall occurring on the plateau.
Activity 1
Study the synoptic weather chart in Figure 1.3.3B below and answer the
questions that follow.
Figure 1.3.3B
© Department of Basic Education 2014
14 CHAPTER 1 CLIMATE AND WEATHER Mind the Gap CAPS Grade 12 Geography
Chapter 1
1. Name the high pressure cells labelled A and B. (2 × 2 = 4)
2. Give TWO pieces of evidence from the map that this is
a summer map. (2 × 2 = 4)
3. Identify the low pressure cell labelled E. (1 × 2 = 2)
4. The letter G indicates a mid-latitude cyclone.
a) Name the fronts labelled F and H. (2 × 2 = 4)
b) In which direction does this cyclone generally move? (1 × 2 = 2)
c) Describe how front F will affect the weather of
Cape Town. (3 × 2 = 6)
5. Refer to the cyclone named Cathy.
a) What type of cyclone is Cathy? (1 × 2 = 2)
b) State how many cyclones have occurred for this
season, including Cathy. (1 × 2 = 2)
c) In which direction does this cyclone move? (1 × 2 = 2)
d) List TWO conditions necessary for this cyclone to form. (2 × 2 = 4)
6. Refer to the weather station labelled D and describe the
weather in terms of: cloud cover, wind speed, wind
direction, air temperature, dewpoint temperature. (4 × 2 = 8)
[40]
Answers to activity 1
1. A – South Atlantic high pressure33
B – South Indian high pressure33(4)
2. A tropical cyclone can be seen on the map.33
Mid-latitude cyclones are seen south of South Africa.33
The South Indian and South Atlantic high pressures are
south of South Africa.33
A low pressure cell can be seen over the centre of
South Africa.33
The date: 30/01/201033 (any 2) (4)
3. Coastal low pressure33(2)
4. a) F – Cold front33; H – Warm front33(4)
b) In an easterly direction/from west to east33(2)
c) Temperatures will decrease33; pressure will increase33;
Cumulonimbus clouds and thunderstorms will occur33(6)
5. a) Tropical cyclone33(2)
b) Three33(2)
c) Westerly/from east to west33(2)
d) Temperature must be above 27°C33; Humidity must be
high33; There must only be light and variable wind33;
The atmosphere must be unstable33; There must be a
wide area of low pressure with closed isobars33; It must
be between 5°S and 25°S (needs Coriolis force)33;
Little surface friction33 (any 2) (4)
6. Cloud cover: Clear skies33; Wind speed: 10 knots33;
Wind direction: SSE33; Air temperature: 22°C33;
Dewpoint temperature: 15 °C33(8)
[40]
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 1 CLIMATE AND WEATHER 15
1 Chapter
1.4 Local climate (valley and
Anabatic means
‘moving upward’ and
katabatic means
city climate)
‘going downhill’. Valley climate occurs on a local scale and lasts for a few hours. In this
section we will focus on:
• Anabatic and katabatic winds
• Aspect
1.4.1 Anabatic and katabatic winds
The structure of a valley and the heating and cooling that occurs during
a day cause anabatic and katabatic winds to occur. This is shown in
Figures 1.4.1A and 1.4.1B.
PAY SPECIAL ATTENTION
NB NB In the exam, you may be asked to draw, label or describe how
anabatic or katabatic winds form in valleys. Learn to redraw and
label Figures 1.4.1A and 1.4.1B below.
HINT!
hint Anabatic winds (day) Katabatic winds (night)
At night, the
e.g. EG - worked examples
During the day,
the slopes and
slopes and air
warm thermal belt above them
air above them are cooled
are heated
exams Cold, dense
Warm, less air subsides
dense air rises down the valley
up the valley slopes forming
sides, forming katabatic
anabatic winds winds
activity
Airflow
Figure 1.4.1A: Anabatic winds ACTIVITIES boy Figure 1.4.1B: Katabatic winds
and girl-left and
right of page
activity
Effect of anabatic winds on settlements
• Anabatic winds take pollution out of the valley.
comment
Step by step
Effects
comment
of katabatic winds on settlements
• Katabatic winds trap pollution in the valley.
• Katabatic winds bring cold temperatures to the valley.
Katabatic winds lead to the development of the thermal belt (zone of
warmer temperature above the valley floor) and a frost pocket (an area of
very cold temperatures at the bottom of a valley where frost occurs) in a
valley at night. This is shown in Figure 1.4.1C.
© Department of Basic Education 2014
16 CHAPTER 1 CLIMATE AND WEATHER Mind the Gap CAPS Grade 12 Geography
Chapter 1
PAY SPECIAL ATTENTION
NB
At night, cold
katabatic winds
subside into the In the exam, you may be
valley asked to draw, label orHINT!
describe how the thermal belt
A hint
and a frost pocket form in
valleys. Learn to redraw and
Warm air at the label Figure 1.4.1C.
B
bottom of the valley
is forced to rise;
e.g. EG - worked examples
this forms a warm
thermal belt halfway
up the valley
Cold air collects at the bottom of the exams
valley forming a frost pocket
Figure 1.4.1C: Inversion layer and the development of frost pockets in a valley
Figure 1.4.1D below shows the impact of an inversion layer on pollution in
a valley.
activity
ACTIVITIES
and girl-left
right of pag
Inversion layer/warm Warm
air
activity
thermal belt
Cold
air
Step by step comm
Figure 1.4.1D
Effects of warm thermal belt on settlement and farming
• People will build their houses halfway up the slope of a valley to be in
the warmer thermal belt (point A on Figure 1.4.1C).
• Crops which need warm, frost-free conditions will be planted in the
thermal belt, for example sugar cane (point A on Figure 1.4.1C).
Effects of frost pockets on settlement and farming
• Crops which can withstand cold conditions (such as frost) can be
planted at the bottom of the valley, for example potatoes (point B on
Figure 1.4.1C).
• Pollution is trapped in the cold air below the temperature inversion at
night, as shown in Figure 1.4.1D.
1.4.2 Aspect
Aspect refers to the direction in which a slope faces. This determines
whether the Sun’s rays will hit the side of the valley directly or indirectly
(obliquely). We will focus on how aspect influences the temperatures of
north- and south-facing slopes in the southern hemisphere.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 1 CLIMATE AND WEATHER 17
1 Chapter
PAY SPECIAL ATTENTION
NB NB In the exam, you may be asked to draw, label or describe how
aspect affects the temperature on a north- or south-facing slope in
the southern hemisphere. Learn to redraw and label Figure 1.4.2A.
HINT! Let us look at how the Sun’s rays affect slope temperatures in the southern
hint hemisphere:
• North-facing slopes receive the direct rays of the Sun, making them
warmer.
• South-facing slopes receive the indirect rays of the Sun, making
e.g. EG - worked examples
them cooler.
Figure 1.4.2A shows how aspect influences the temperatures of north- and
exams south-facing slopes in the southern hemisphere.
activity
S ACTIVITIES boy N
and girl-left and
North- right of page South-
facing slope facing slope
activity
• Direct Sun’s rays • Indirect (oblique) Sun’s
• Heat a smaller surface rays
• Therefore slope is • Heat a larger surface area
warmer Step by step comment comment • Therefore slope is cooler
Figure 1.4.2A: The impact of aspect on the temperatures of north- and south-facing slopes in the southern
hemisphere
Activity 2
Figure 1.4.2B (left) illustrates valley climates. Study the diagram and
Warm air answer the questions that follow.
A rising 1. Name the valley winds depicted in A and B. (2 × 2 = 4)
2. State ONE advantage of the wind labelled A. (1 × 2 = 2)
3. Name the layer labelled C. (1 × 2 = 2)
Cold air 4. Explain how the wind labelled B influences:
B sinking a) Farming in the valley (2 × 2 = 4)
C b) Industry in the valley (2 × 2 = 4)
[16]
Figure 1.4.2B: Valley climates
Answers to activity 2
1. A – Anabatic wind/upslope wind33
B – Katabatic wind/downslope wind/gravity wind33(4)
2. It can carry pollution out of the valley.33(2)
3. Inversion layer/thermal belt33(2)
© Department of Basic Education 2014
18 CHAPTER 1 CLIMATE AND WEATHER Mind the Gap CAPS Grade 12 Geography
Chapter 1
Answers to activity 2 continued
4. a) Winds bring cold air into the valley.33
These winds cause a frost pocket to form.33
The frost can kill the crops.33(4)
b) Cold conditions make working conditions in the industry
difficult.33
Pollution produced by the industry will be trapped in the
valley.33(4)
[16]
1.4.3 City climates
Urban areas (cities) experience a different climate compared to the surrounding
rural areas. This results in the formation of a heat island over the city. In this
section, we will focus on the causes of a heat island. An urban heat island
is when the city has warmer temperatures than the surrounding rural areas.
In the exam, you may be asked how the temperatures change as you move
towards the centre of the city. Figure 1.4.3A shows how the temperatures
increase the closer you get to the city centre (also called the Central
Business District, or CBD). Note also the lower temperatures over the park.
28
27
Temperature (°C)
26
temperature
25
24
23
Rural Suburban Commercial CBD Urban Park Suburban
residential residential residential
Figure 1.4.3A: An urban heat island profile
Temperature profile
Air flow
Pollution
Air
Pollution dome
temperature
Urban Suburban Rural
Pollution domes have a vertical dimension Pollution dome is closer to the
during the day. surface during the night.
Figure 1.4.3B: Pollution dome: Pollution dome is a layer of pollution trapped over the city.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 1 CLIMATE AND WEATHER 19
1 Chapter
Table 1.2 below lists the factors that cause higher temperatures in the city.
PAY SPECIAL ATTENTION
NB NB heat island
Factors that cause Explanation
In the exam, you may be Artificial (human-made) surfaces Surfaces like tar absorb more heat.
asked to say what causes a
city to be warmer. HINT! Surface area (the sides of the With a greater area, more heat is
hint buildings add to the surface area) absorbed.
More factories and cars release more
Pollution
pollution, which traps the heat.
e.g. EG - worked examples
Artificial heat sources (not from the Factories, cars and air conditioners
sun, human-made sources) release heat into the air.
exams Table 1.2: Factors that cause a heat island
Sustainable ways to reduce the urban heat island effects
• Promote greenbelts (plan and have more parks or recreational areas
with trees and plants).
• Plant more trees in the city.
activity • Increase vegetation cycles by planting rooftop gardens.
• The
ACTIVITIESnew
boy buildings should not be built with material like glass or any
and girl-left and
reflecting
right of page material.
• The height of the buildings should have a limit.
activity • Have laws that force the factories to reduce the amount of pollution
they produce.
• Improve and encourage people to use public transport.
• Promote lift clubs to work or to school.
Step by step comment comment
Keep going!
© Department of Basic Education 2014
20 CHAPTER 1 CLIMATE AND WEATHER Mind the Gap CAPS Grade 12 Geography
Chapter 2
Geomorphology
Geomorphology is the study of the If you know and
landforms found on the Earth’s understand these definitions
surface and the processes that of fluvial geomorphology, then you
will be able to answer most of the
create them. In this chapter, fluvial questions in the Geomorphology
geomorphology is covered. section of the final exam.
Use mobile notes to learn these
The following table of key concepts key concepts. They are
covers fluvial geomorphology. easy marks!
Key concepts
Concept Definition
Base flow The flow of groundwater in the same direction as the river.
Base level The lowest level to which a river can erode.
Condensation When water vapour reaches dew point temperature and changes into
water droplets.
Deposition When a river deposits (lays down) the sediment it is carrying on the river
bed.
Drainage basin An area drained by a river system.
Erosion The removal of soil and wearing away of rocks by wind, water or ice.
Evaporation When water in the liquid form is converted (changed) into water vapour
(gas).
Fluvial hydrographs Show runoff of a river at particular time at a point on a river.
Groundwater Water stored below the ground in soil and rock.
Headward erosion When a river cuts back towards its source.
Infiltration/percolation A process whereby water seeps into the soil or rock.
Interception The process by which raindrops are prevented from falling to the ground
by plant leaves, stems and branches.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 2 GEOMORPHOLOGY 21
2 Chapter
Concept Definition
Perennial river/permanent river River that flows throughout the year.
Precipitation Any form of water falling from the sky (e.g. rain, hail, snow).
Rejuvenation The renewal of erosion activity in a river.
River/channel flow Water that flows within a river channel.
River discharge The volume of water that flows past a point in a river in a given time.
River meander A series of bends in a river as it moves along the floodplain.
River source This is where a river starts; normally high up in mountainous areas.
River mouth This is where a river ends; normally when it reaches the sea or ocean.
Runoff/overland flow Rainwater which runs overland towards a river, lake or the sea.
Seasonal/periodic/non-perennial River that only flows during the rainfall season.
river
Stream capture/piracy When one river ‘robs’ another of its water.
Stream channel Where the water flows in a river (river bed).
Throughflow The movement of groundwater through the soil due to gravity.
Transpiration Water vapour is released from leaves in trees and plants.
Tributary A smaller river which flows into (joins) a larger river.
Watershed/Drainage divide High-lying land separating drainage basins.
Water table The level below which the ground is saturated (it can hold no more
water).
© Department of Basic Education 2014
22 CHAPTER 2 GEOMORPHOLOGY Mind the Gap CAPS Grade 12 Geography
Chapter 2
Fluvial geomorphology
This chapter deals with the action of water on the Earth’s surface. The
word fluvial refers to the action of running water.
Fluvial geomorphology
Drainage systems in South Africa
River discharge
Groundwater (2.1) Water table
Flow hydrographs
Runoff and infiltration
Drainage basins
(2.2.2) Types of rivers (2.2.1)
Rivers (2.2)
Stages of a river (2.2.3)
River systems
Upper Middle Lower
Drainage Drainage course course course
patterns density
River profiles (2.2.4)
Catchment area
River capture and and river
rejuvenation (2.2.5 managment
(2.2.6)
Rejuvenation River capture
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 2 GEOMORPHOLOGY 23
2 Chapter
2.1 Groundwater
Groundwater is water stored beneath the Earth’s surface. When
precipitation (rain) falls to the surface of the Earth, it either flows over the
surface (runoff) or it is absorbed (infiltrates) into the groundwater supply.
This section studies how the infiltration, runoff and groundwater systems
work and lead to the formation of rivers. Refer to Figure 2.1A below of the
water cycle (this was studied in Grade 10).
Precipitation Condensation
Transport
Surface Evaporation
runoff
Infiltration
Stream
flow Ocean
Water table River discharge
Groundwater
Bedrock
Figure 2.1A: The water cycle
Groundwater supplies are replenished (filled up) when water infiltrates
into the ground. For water to infiltrate into the soil, three important aspects
should be present:
1. Enough porous soil or rock to allow the water to infiltrate through it.
2. Time for the surface water to be absorbed into the ground. This is
affected by the steepness of the slope and the nature of the rain.
3. Vegetation (plants) to slow down the speed of runoff, making it
easier for infiltration to happen.
© Department of Basic Education 2014
24 CHAPTER 2 GEOMORPHOLOGY Mind the Gap CAPS Grade 12 Geography
Chapter 2
To see how these three aspects affect runoff and infiltration
study Table 2.1 below. PAY SPECIAL ATTENTION
NB NB
Factor Impact on groundwater
Porous rock More infiltration, less runoff and more groundwater Run-off and infiltration factors
are the same as drainage
Rock is not porous Less infiltration, more runoff and less HINT!
groundwater density factors.
More time (gentle
hint
More infiltration, less runoff and more groundwater
slope)
Less time (steep Less infiltration, more runoff and less groundwater
slope) e.g. EG - worked examples
More vegetation More infiltration, less runoff and more groundwater
Less vegetation Less infiltration, more runoff and less groundwater
exams
Table 2.1: Factors affecting runoff and infiltration
Figure 2.1B below shows the impact of rock type, time and vegetation on
groundwater. From the diagram we can see how the amount of groundwater
affects the height of the water table. This is the level below which the
ground is saturated (when it can hold no more water).
activity
ACTIVITIES boy
Precipitation and girl-left and PAY SPECIAL ATTENTION
right of page
NB
activity
Moisture loss
by transpiration In the exam, you may be
and given a diagram and asked to
evaporation
identify which aspect or HINT!
factor
Step by step
hint
has affected
comment
the
comment runoff or
Infiltration infiltration.
Runoff loss Soil layer
by overland Stream
flow
Water table
runoff e.g. EG - worked examples
Groundwater
Base flow exams
Figure 2.1B: Factors that affect groundwater and movement of water on the
surface
activity
Activity 2.1 ACTIVITIE
and girl-l
right of p
1. List three important things that should be present for
water to infiltrate into the soil. (3 × 2 = 6)
activity
2. Describe how groundwater supplies are replenished
(filled up). (1 × 2 = 2)
3. Why is it important to manage (look after) groundwater? (1 × 2 = 2)
Step by step com
[10]
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 2 GEOMORPHOLOGY 25
2 Chapter
Answers to activity 2.1
1. Porous rock33, time for water to infiltrate (steepness of the
slope) 33, more vegetation33(6)
2. Groundwater supplies are replenished by precipitation33.(2)
3. South Africa has a shortage of water33.
To ensure we have a sustainable supply of water33.(2)
[10]
2.2 Rivers
When there is less infiltration, more runoff takes place. This starts as sheet
flow but very soon the water flows in a path called channel flow.
When we study rivers we look at them in different ways:
• Types of rivers
• River discharge
• Drainage basins
• Stages and profiles of rivers
AL ATTENTION
NB
2.2.1 Types of rivers
The water table refers to the surface of the water-saturated part of the
ground. The height of the water table changes each season. This gives rise
In paper 2 you may be asked to different types of rivers. Rivers are classified depending on when (or if)
to identify the types of rivers. the river valley cuts into the water table.
There are three types of rivers:
• Permanent rivers flow all year round and are always in contact with
the water table.
ed examples
• Periodic rivers only flow during the rainy season. They are in contact
with the water table only in the rainy season.
• Episodic rivers only flow after heavy rainfall when runoff flows into
the river. They do not come into contact with the water table.
Permanent river Periodic river Episodic river
PAY SPECIAL ATTENTION
NB NB
In the exam, you may be
given a diagram of a cross
HINT!
section of a river and asked
ACTIVITIES boy
and girl-left and
hint
to identify
right of page the type of river. KEY:
Learn to identify the different Water table (rainy season)
river types by redrawing and Water table (dry season)
labelling Figure 2.2.1A. EG - worked examples
e.g. Figure 2.2.1A: Cross section of the three different types of rivers
p comment comment
exams
© Department of Basic Education 2014
26 CHAPTER 2 GEOMORPHOLOGY Mind the Gap CAPS Grade 12 Geography
activity
Chapter 2
River discharge This section
The amount of water flowing out of a river shows many aspects of a river. - River discharge, is from
One way to study this discharge or runoff is by looking at a flow hydrograph. Grade 10. However it
may be examinable in
When runoff enters a river, the amount of water flowing in the river Grade 12.
increases. A hydrograph records how quickly the water level increases
(time) and how high the water level reaches (peak flow discharge).
A flow hydrograph combines two graphs:
• A bar graph showing the amount of precipitation
• A line graph showing how the water level increases and decreases
over time
Figure 2.2.1B below shows an example of a flow hydrograph. Study the
graph and then read the explanation alongside.
Explanation of the elements in Figure 2.2.2B(left):
1. The line graph shows the volume of the river over
time. The horizontal axis shows time in hours and
the vertical axis shows runoff in cubic metres per
second (m3/sec).
2. The rising segment shows the rate at which
the water in the river is increasing. It is steep if
infiltration is rapid. It is gentle if infiltration is slow
5 as water takes longer to reach the river.
• Urban areas have a rapid rising segment as
the water reaches the river quickly.
• Naturally vegetated areas allow for
infiltration and the rising segment is less
Runoff (cubic metres per second) →
2 steep.
3. The falling segment shows the rate at which the
water in the river is decreasing. It may be less
steep than the rising segment.
• In urban areas the segment falls rapidly as
3
less water has been added as base flow due
to lower infiltration.
7 • Natural areas show a slower decrease due to
added base flow from infiltrated water.
50 mm 4. The bar graph shows the amount of rainfall
Rainfall (in millimetres)
(precipitation) that occurs in the drainage basin
40 mm over time. This is shown on the vertical axis in
millimetres (mm).
4
1 30 mm 5. Time lag (also called lag time) is the time that
it takes from the heaviest rainfall to the fullest
6 20 mm amount of water in the river (peak flow). It is
calculated by establishing the time difference
10 mm between the heaviest rainfall and the peak flow of
the river.
Time (hours/days) → 6. Base flow is the groundwater contribution to the
discharge of a river.
Figure 2.2.1B: The different parts of a flow hydrograph
7. The highest point on the line graph is the peak
flow discharge. This is when the river reaches its
highest volume.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 2 GEOMORPHOLOGY 27
2 Chapter
The flow hydrograph in Figure 2.2.1B can be interpreted as follows:
The slope of the line graph indicates the increase in the river’s volume
(discharge). If the slope of the line graph is steep, there is more runoff
than infiltration. If the slope is gentle, there is more infiltration than runoff.
The graph in Figure 2.2.1B has a steep slope, so there is more runoff than
infiltration.
The highest point on the line graph is the peak flow discharge. This is when
the river reaches its highest volume. The difference in time between when it
rains and when the peak flow discharge occurs is called the time lag. The time
lag is affected by the amount of runoff and infiltration that occurs. More runoff
causes a shorter time lag and more infiltration causes a longer time lag.
The following factors influence the time lag:
AL ATTENTION
NB • Amount of vegetation (increased vegetation reduces runoff and
causes a longer time lag)
• Steepness of slope (a steeper slope increases runoff and causes a
In the exam, you may be shorter time lag)
asked to determine the • Amount of rainfall (lots of rainfall increases runoff and causes a
impact on time lag if an area shorter time lag)
that has a lot of vegetation • Nature of rainfall (heavy rainfall increases runoff and causes a
(natural catchment) becomes shorter time lag)
urbanised (is covered by a
ed examples
city). Figure 2.2.1C below shows the difference in the time lag between a natural
catchment and an urbanised catchment.
River discharge
Natural catchment
Urbanised catchment
Time
ACTIVITIES boy Figure 2.2.1C: Flow hydrographs and the impact of the type of surface of the
and girl-left and area surrounding the river
right of page
We can interpret the flow hydrograph in Figure 2.2.1C as follows:
• The line graph for the urbanised catchment area is much steeper
PAY SPECIAL ATTENTION
NB NB
than the line graph for the natural catchment as there is more runoff
and less infiltration in the urbanised catchment.
Study Table 2.2 • This is because the urbanised catchment has less vegetation which
p comment
(right) and make
comment sure you results in more runoff.
HINT!
know the difference between
hint
a natural catchment and
Natural catchment
(more vegetation)
Urbanised catchment
(less vegetation)
an urbanised catchment so
More infiltration Less infiltration
that you can interpret flow
hydrographs in the exam. Less runoff More runoff
e.g.
Remember, the catchment
EG - worked examples
Longer time lag Shorter time lag
area refers to the area from
Lower peak discharge Higher peak discharge
which rainfall flows into a
river, lake or reservoir. Table 2.2: The difference between natural catchment and urbanised catchment
exams
The amount of runoff on the surface leads to the development of rivers,
which together form a river system within a drainage basin.
activity © Department of Basic Education 2014
28 CHAPTER 2 GEOMORPHOLOGY Mind the Gap CAPS Grade 12 Geography
ACTIVITIES boy
Chapter 2
Flow characteristics
The nature of the landscape over which the rivers flow will determine how
the water moves in the river systems. Figure 2.2.1D (right) shows the two
types of flow, namely laminar and turbulent flow.
A smooth channel causes a laminar flow of water and is more efficient.
Less of the available energy is used to overcome friction (found on the lower
Laminar
course of a river).
A rough channel causes a turbulent flow of water. An uneven rocky bed
causes an uneven flow of water. This increases the surface area for friction.
This type of flow is very inefficient (found on the upper course of a river).
2.2.2 Drainage basins
A drainage basin is an area Turbulant
drained by a river system. Source Figure 2.2.1D Turbulent and
You need to know the Laminar flow
different parts of a drainage Tributaries
basin to understand the
other aspects of rivers, PAY SPECIAL ATTENTION
such as a river’s source, NB NB
river mouth, watershed and
tributaries. Figure 2.2.2A Learn Figure 2.2.2A in order
(right) shows the different to label a similar diagram in
HINT!
parts of a drainage basin. an exam question.
hint River mouth
A river does not flow by Watershed
itself but is part of a river
system (a main river and all
its tributaries). Figure 2.2.2A:
e.g. EG - worked examples
The different parts of a drainage basin
We will now look at two
aspects of river systems: drainage density and drainage patterns.
PAY SPECIAL ATTENTION
exams NB
Drainage density
Drainage density describes how many streams there are in a drainage
basin. Drainage density is affected by the same factors that affect runoff You may be asked in an exam
and infiltration: to give reasons for an area
HINT!
having a high or low drainage
• More infiltration will cause fewer rivers to occur, causing a low
density.hint
drainage density. activity
• More runoff will cause more rivers to occur, causing a high drainage
ACTIVITIES boy
density. and girl-left and
e.g.(ii)
right of(i)
page EG - worked examples
Figure 2.2.2B (i) (right) shows a low drainage density and Figure 2.2.2B (ii)
(right) shows a high drainage density. activity
Interpretation of Figure 2.2.2B (i):
exams
Drainage basin (i) has fewer tributaries so it has a low drainage density.
Some reasons for low drainage density are: Step by step comment comment
• Soft rainfall causing more infiltration
• Gentle slopes causing more infiltration
• Lots of vegetation causing more infiltration
Figure 2.2.2B: Low drainage
• Very little rain so the ground can still hold more water causing more
infiltration activity
density (i) and high
density (ii)
drainage
ACTIVITIE
and girl-l
right of p
© Department of Basic Education 2014 activity
Mind the Gap CAPS Grade 12 Geography CHAPTER 2 GEOMORPHOLOGY 29
2 Chapter
Complete Interpretation of Figure 2.2.2B (ii):
activity 2.2 to
Drainage basin (ii) has more tributaries so it has a high drainage density.
practise the concepts
you have learnt so far Some reasons for high drainage density are:
in this chapter. • Heavy rainfall causing more runoff
• Steep slopes causing more runoff
• Very little vegetation causing more runoff
• Lots of rain so the ground cannot hold any more water causing more
runoff
Activity 2.2
Refer to drainage basins A and B in Figure 2.2.2C and the flow hydrograph
showing line graphs D and E after a period of rainfall, to answer the
following questions.
1. The rivers in drainage basin A flow all year
A B round. What type of river would this be
classified as? (1 × 2 = 2)
2. Graph D in the flow hydrograph shows the
runoff of drainage basin A after a period of rain.
a) Define the term ‘lag time’. (1 × 2 = 2)
b) How would the lag time change if massive
E deforestation were to occur in drainage
basin A where D was recorded? (1 × 2 = 2)
D c) Justify your answer in question b). (2 × 2 = 4)
Q d) Name another factor which could occur
and have the same impact on the lag
time as mentioned in question b). (1 × 2 = 2)
Figure 2.2.2C: Drainage basins and flow
hydrograph 3. a) State the drainage density of drainage
basin B. (1 × 2 = 2)
b) Describe THREE possible causes for the drainage density
found in drainage basin B. (3 × 2 = 6)
[20]
Answers to activity 2.2
1. Permanent river33(2)
2. a) The difference in time between when it rains and when the
peak flow discharge occurs.33(2)
b) Lag time will be shorter33(2)
c) There is less vegetation33, so there is more runoff33.(4)
d) Steep slope33/Heavy rainfall33/Lots of rain33 (any 1)(2)
3. a) High drainage density33(2)
b) Heavy rainfall causing more runoff33
Steep slopes causing more runoff33
Very little vegetation causing more runoff33
Lots of rain so the ground cannot hold any more water
causing more runoff33 (any 3)(6)
[20]
© Department of Basic Education 2014
30 CHAPTER 2 GEOMORPHOLOGY Mind the Gap CAPS Grade 12 Geography
Chapter 2
Figures
Drainage patterns 2.2.2 D, E and F
In a river system, individual streams flow over the surface in stream summarise the main
channels. These channels will cut into the rock surface where it is easiest things you need to
learn about drainage
to erode the rock. These channels form patterns known as drainage patterns.
patterns. Figure 2.2.2D, E, F below show three types of drainage patterns.
ECIAL ATTENTION
NB
You may be asked in an exam to identify the drainage pattern,
describe the pattern (what it looks like) or explain what caused the
pattern to occur. When you are asked to explain the cause of the drainage pattern, you
may be required to name the underlying rock structure in the area.
Name: Dendritic
Description: Looks like the branches of a tree with tributaries joining the
orked examples main river at acute angles
Explanation: Occurs where the underlying rock is of homogenous (equal)
resistance, namely either horizontal (flat) sedimentary rock, massive
igneous or metamorphic rock
Figure 2.2.2D: Dendritic pattern
Name: Trellis
Description: Parallel streams with short tributaries joining at right angles
(90°)
Explanation: Occurs where the surface rock is of alternate resistance
(strong and weak rock), or where sedimentary rock is folded
ACTIVITIES boy
and girl-left and
Figure 2.2.2E: Trellis pattern
right of page
Name: Radial
Description: Streams flow outwards from one raised central point (dome or
volcano)
Explanation: Rivers flow downhill and away from the highest central point.
step comment comment
Figure 2.2.2F: Radial pattern
Activity 2.3
Identify and briefly describe the drainage patterns in Figure 2.2.3G below.
(3 × 4 = 12)
[12]
A B C
Figure 2.2.3G: Drainage patterns
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 2 GEOMORPHOLOGY 31
2 Chapter
Answers to activity 2.3
A Dendritic: Looks like the branches of a tree with tributaries
joining the main river at acute angles. 3333(4)
B Trellis: Parallel streams with short tributaries joining at right
angles (90°). 3333(4)
C Radial: Streams flow outwards from one raised central point
(dome or volcano). 3333(4)
[12]
2.2.3 Stages of a river
As a river flows from the mountains (source) to the sea (mouth), the amount
of erosion and deposition changes. This changes what the river looks like
from its source to its mouth:
• In its upper course, a river erodes vertically (downwards) creating
steep valleys.
• In the middle course, lateral erosion and a little bit of deposition
occur. The lateral erosion occurs unequally (unevenly) on the sides
of the river. This causes the river to start meandering (flowing or
bending from side to side).
• By the time the river reaches its lower course, the eroded material
(sediment) carried by the river begins to be deposited onto the
floodplains. A floodplain is a wide, flat area alongside a river.
• Floodplains are formed by the river eroding laterally (sideways). In
the lower course the meanders may be cut off when the river flows
straight, forming an ox-bow (U-shaped) lake.
Figure 2.2.3A (see page 33) shows the stages of a river in plan
view.
Figure 2.2.3B (see page 33) shows the stages of a river in oblique
view.
Table 2.3 (see page 33) summarises the features of a river at
each stage.
PAY SPECIAL ATTENTION
NB
You may be asked in an exam to identify the stage of a river
from a plan view, an oblique view or a cross section diagram. You
may also be asked to draw a river in a plan view or a cross section diagram of a river
at a particular stage. To do this, learn the characteristic features of each stage. This is
HINT!
also useful for identifying the stage of a river on a topographic map.
hint
e.g. EG - worked examples
EXAM
exam TIP
tip
© Department of Basic Education 2014
ACTIVITIES boy
32 CHAPTER 2 GEOMORPHOLOGY activity and girl-left and
right of page
Mind the Gap CAPS Grade 12 Geography
activity
Chapter 2
Upper course Middle course Lower course
Ox-bow lake
Meander
Floodplain
Figure 2.2.3A: Plan view of upper course, middle course and lower course
Figure 2.2.3B: Oblique view of upper course, middle course and lower course
Typical features at each stage
• Steep, V-shaped valley • Open, gentle sloping valley with • Wide, flat floodplain
• Narrow channel floodplain • Wide valley
• Waterfalls • Wider channel • Very wide channel
• Gorges (steep, narrow valley) • Meanders (slip-off and undercut • Oxbow lakes
slopes)
Table 2.3: Typical features of a river at each stage
2.2.4 River profiles See the next
section on river
profiles for a cross
When we look at a river from the side (profile view) we can study it from section of each
two sides: stage.
• Longitudinal profile: The profile from the river’s source to its mouth.
• Cross profile: The profile from one side of the river valley to the other
side, through the river channel (depth and width).
Figures 2.2.4A and 2.2.4B (i) to (iii) on the next page show the profiles of
a river. These figures are drawn as cross–sectional views. A cross section
can be drawn as a longitudinal profile and as a cross profile.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 2 GEOMORPHOLOGY 33
2 Chapter
Source
Mouth
Figure 2.2.4A: Cross sectional view of a longitudinal profile
(i) Cross profile of (ii) Cross profile of (iii) Cross profile of
upper course middle course lower course
Figure 2.2.4B: Cross-sectional views of a cross profile at different stages in a
river
Activity 2.4
1. Draw a longitudinal profile of a river (from source to mouth)
and show the upper, middle and lower courses. (1 × 4 = 4)
2. List two features of the upper course of a river. (2 × 2 = 4)
3. Describe a river in its lower course. (2 × 2 = 4)
4. Describe one difference between the river channel in the
upper course and the lower course. (2 × 2 = 4)
[16]
Answers to activity 2.4
1.
Source
Upper
course
Middle
course
Lower
course
(4) Mouth
2. Steep V-shaped valley 33
Narrow channel 33
Interlocking spurs 33
Waterfalls 33
Gorges 33 (any 2) (4)
3. Wide flat floodplain 33
Wide valley 33
Very wide channel 33
Ox-bow lakes 33 (any 2) (4)
4. Narrow channel in the upper course 33
Wide channel in the lower course 33(4)
[16]
© Department of Basic Education 2014
34 CHAPTER 2 GEOMORPHOLOGY Mind the Gap CAPS Grade 12 Geography
Chapter 2
2.2.5 River capture and rejuvenation
The longitudinal profile of a river has a concave shape. Changes can occur
to a river’s longitudinal profile because of two processes:
• Rejuvenation: We will focus on the causes of rejuvenation and the
changes to the cross profiles of each stage in a river.
• River capture: We will focus on the features that occur as a result of
river capture.
Rejuvenation
When a river gets more energy it is said to be rejuvenated. It has more
energy to erode downwards and laterally (sideways).
The causes of river rejuvenation are:
• An increase in the volume of the river, giving the river more energy.
• A drop in sea level due to uplift of land makes the longitudinal profile
steeper, giving the river more energy.
Let us now look at the changes in the cross profiles of a river due to
rejuvenation:
• Upper course: The valley becomes steeper and more V-shaped. This
is shown in Figure 2.2.5B (below right).
Figure 2.2.5A: An oblique view of a Figure 2.2.5B: An oblique view of a
river valley in the upper course before river valley in the upper course after
river rejuvenation has occurred river rejuvenation has occurred
Oldest floodplain
Terrace Second oldest floodplain
River
Floodplain terrace
North covered with silt
South
Figure 2.2.5C: A cross profile of a
river valley in the middle course after Figure 2.2.5D: A cross profile of a river valley in the lower course after
rejuvenation has occurred rejuvenation has occurred
Middle course: Downward erosion Lower course: Downward and lateral (sideways) erosion cause a
results in a second U-shaped valley second valley to form. Because floodplains occur in this stage of
forming. This results in a valley a river, the valleys have a step-like (terraced) appearance. This is
within a valley. This is shown in shown in Figure 2.2.5D (above). If meanders occur, they will be
Figure 2.2.5C (above). eroded downwards (incised) forming steep-sided meanders.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 2 GEOMORPHOLOGY 35
2 Chapter
Source Let us now look at the changes in the
longitudinal profile of a river due to
rejuvenation:
The concave shape of a longitudinal
profile is called a graded profile. When
rejuvenation occurs, there is a sudden drop
in the profile, causing the profile to no longer
Mouth be concave. The profile is now an ungraded
Figure 2.2.6E: Graded longitudinal profile of a river before profile. The sudden drop in the profile is
rejuvenation called a knickpoint. Rejuvenation can occur
more than once along a river’s profile forming
Source
knickpoints along the way. Figure 2.2.5E
Knickpoint (left) shows a graded (concave) longitudinal
profile of a river before rejuvenation. Figure
Knickpoint 2.2.5F (left) shows an ungraded (not
Knickpoints and incised valley concave) longitudinal profile of a river after
sections retreat upstream rejuvenation.
Figure 2.2.5F: Ungraded longitudinal profile of a river after The river wants to regain its concave profile
rejuvenation so it will erode the knickpoints, making them
less visible over time.
A graded PAY SPECIAL ATTENTION
NB has no
profile NB
You may be asked in an exam to identify if rejuvenation has
kickpoint, it is a
smooth concave slope. occurred. Knickpoints occur during rejuvenation. After rejuvenation,
An ungraded profile knickpoints wear away, making the profile smooth once again (graded).
has one or moreHINT!
kickpoints
hint River capture
A river is rejuvenated when it gets more energy. A river which has more
energy can lead to more erosion, especially headward erosion. Headward
e.g. EG - worked examples
erosion is when the source of a river erodes backwards towards the
watershed. The headward erosion eventually leads to the river capturing
the water of another river. River capture is sometimes called river piracy.
exams This is because one river ‘robs’ another river of its water.
Headward erosion occurs because a river has more energy. Reasons for
the increased energy are:
• A river flowing over a steeper gradient will flow faster
• A river with a larger volume will flow faster
activity • A river flowing over less resistant rock will flow faster
In Figures 2.2.5G and H (see page 37) you can see how river A erodes back
ACTIVITIES boy
and girl-left and
(headward erosion) towards river B. River A ‘captures’ extra water from
right of page
river B. River A is rejuvenated.
activity
Study Figures 2.2.5I and J (see page 37) of stream capture and note the
different features formed as a result of river capture.
Step by step comment comment
© Department of Basic Education 2014
36 CHAPTER 2 GEOMORPHOLOGY Mind the Gap CAPS Grade 12 Geography
Chapter 2
Once river capture has occurred, various features are visible in the
drainage basin. PAY SPECIAL ATTENTION
NB
River B River B
You may be asked in an exam
to identify the features of river
capture on a diagram orHINT!
you
may behint
asked to describe
River A River A
the features in detail. Use
mobile notes to help you learn
Figure 2.2.5G: Oblique view of the Figure 2.2.5H: Oblique of the area the features of river capture
area before river capture after river capture e.g.
provided in Table 2.4.
EG - worked examples
Captured river
Captured river River B River B
Misfit
exams
stream
Elbow of Wind gap
capture
Captor
Captor Headward river
river River A erosion
River A
activity
Figure 2.2.5I: Plan view of the area Figure 2.2.5J: Plan view of the area AC
before river capture after river capture an
rig
Study Figures 2.2.5 I and J (above) and take note of the different features activity
formed as a result of river capture.
Feature Explanation
Step by step
Captor river The energetic stream that cuts back and intercepts (takes) the water of the other river.
Captured river The river which has its water intercepted (taken) by the captor river.
Misfit stream The river that has lost its source water as a result of capture. It is also called the beheaded
PAYstream.
SPECIAL ATTENTION
NB NB
Elbow of capture The point of capture where a change of flow direction occurs.
Wind gap The area between the elbow of capture and the misfit stream where water stops flowing
and dry deposited gravels are exposed.
Waterfall This may form at the point where the captured river flows into the captor river.
HINT!
hint
Table 2.4: Features of river capture
Example of a description
NB of PAYriver
SPECIAL ATTENTION
NB
e.g. EG - worked examples
capture
You may be asked in an exam
River capture takes place when the energetic stream (captor stream) cuts back and to describe how river capture
exams(takes) the water from the other river (captured/beheaded river).
intercepts The captured
HINT!
occurs. Learn the description
hintwater stops flowing
river turns into a misfit stream and a wind gap forms (where given in the box (left).
altogether). An elbow of capture is formed at the point of capture. Sometimes a waterfall
may be formed at the elbow of capture. The captor stream is rejuvenated.
e.g. EG - worked examples
activity
ACTIVITIES boy
and girl-left and exams
© Department of Basic Education 2014 right of page
Mind the Gap CAPS Grade 12 Geography CHAPTER 2 GEOMORPHOLOGY 37
activity
2 Chapter
Activity 2.5
Figure 2.2.5K (right) shows
a plan view of an area before Watershed
river capture has occurred.
Redraw the rivers after river Headward
erosion
capture has occurred.
On the diagram you have
River A
drawn, label the resultant
features of river capture.
River B
[6]
Figure 2.2.5K
Answer to activity 2.5
Captured river3
Waterfall3
Captor river3
Elbow of capture3
Wind gap3
Misfit stream3
Figure 2.2.5L [6]
2.2.6 Catchment area and river
management
Importance of managing drainage basins
This may be and catchment areas
examined as a
• South Africa is not a water rich country.
case study.
• Our river systems are a resource.
• Like all other natural resources, rivers are shared.
• Water is essential for our survival and well-being, as well as for social
and economic development.
• Water resources are used for agriculture, industry, domestic use,
hydro electric power and recreation.
• River systems are part of the water cycle.
• All water bodies are linked.
• The way we use the land has a dramatic impact on the water cycle.
• Our river systems are a habitat and function as ecosystems.
• A river links together many ecosystems in a catchment.
© Department of Basic Education 2014
38 CHAPTER 2 GEOMORPHOLOGY Mind the Gap CAPS Grade 12 Geography
Chapter 2
Impact of people on drainage basins and
catchment areas
• Landfills, mining and agriculture pollute groundwater.
• Industries and sewage works discharge water waste into rivers.
• Agricultural run-off contains fertilizers and pesticides, which pollute
rivers.
• Domestic use of rivers in informal settlements pollutes and litters
rivers.
• Boreholes reduce the amount of groundwater that feeds rivers.
• Alien vegetation consumes large quantities of water very quickly in
the river zone.
• Overgrazing and removal of vegetation reduce groundwater and
increase run-off.
• Dams change the flow of a river.
• Draining of wetlands causes increased flooding.
• Flood control methods restrict the path of a river.
Activity 2.6
Use the topographical map of Nelspruit 2530BD at the back of this study
guide to answer the following questions.
1. The contour interval of this topographical map is...
A. 1000 metres B. 50 000 metres
C. 25 metres D. 20 metres
2. The Crocodile River is a/an...
A. Periodic river B. Exotic river
C. Permanent river D. Seasonal river
(2 × 2 = 4)
[4]
Answers to activity 2.6
1. D 33
2. C 33 [4]
Keep going!
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 2 GEOMORPHOLOGY 39
3 Chapter
Rural
settlement and urban
settlement
Settlement geography is the study of where people live and the reasons why they
live where they do.
Study of settlements
Size and complexity (3.1.2) Study of settlements (3.1)
Farmstead, hamlet, village, Function (3.1.1)
town, city, metropolis,
conurbation, megalopolis
Rural – unifunctional (3.2) Urban – multifunctional (3.3)
Reasons for Rural–urban Types of Economic
Land use Patterns Reasons Urban
location migration Structure of social and
(3.2.1A) (3.2.1B) urban settlement
(3.2.2) (3.2.3) for location urban area environmental
settlements problems
(3.3.1) (3.3.3) injustice
(3.3.2) (3.3.4)
(3.3.5)
Dispersed Site (3.2.2A) Push and
pull factors Site Central places Urban profile
(3.2.3A) (3.3.1A) (3.3.2A) (3.3.3A)
Nucleated Situation
(3.2.2B)
Strategies for
rural areas Trade and Urban street
(3.2.3B) transport patterns
(3.3.2B) (3.3.3B)
If you Specialised Urban land
know and understand (3.3.2C) use zones
(3.3.3C)
the key concepts on the next
page, you will be able to answer
most of the questions in the Land use
Settlement section of the models
(3.3.3D)
final exam. Make mobile notes
(instructions are on page x in the
introduction) and use them to
learn these key
concepts.
© Department of Basic Education 2014
40 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
Key concepts
Concept Definition
Agenda 21 (local) A plan of action or process to ensure sustainable development by:
• Including local communities in all decisions made.
• Using local resources wisely.
• Including indigenous knowledge.
• Developing the local community and improving the quality of life of people
alongside conservation strategies.
Break-of-bulk town/city Where one type of transport is replaced by another type, e.g. a harbour or port.
Central place town/city Provides urban services to surrounding rural area.
Dispersed pattern/ Buildings are arranged far apart from one another.
isolated pattern
Dormitory town/city A settlement which is mostly residential, as people work in a nearby city.
Dry-point settlement A settlement in a wet area which could be flooded and so is situated away from the
water source.
Function Refers to the activities (primary, secondary or tertiary) that take place in settlements.
Gap town/city A town or city situated at a point of access over or through a physical barrier, e.g. at a
mountain pass.
Hierarchy Ranking of places from villages to megalopolis OR ranking of functions or orders
within an urban centre.
Informal settlement An informal or unplanned area that is occupied by people who do not have access
to formal housing and who erect dwellings on open land, usually on the outskirts
of a town. Buildings are made of cardboard, zinc, plastic or wood, or any available
materials. It is also sometimes called a squatter camp or shanty town.
Junction town/city Where two major transport routes meet. This can be roads or railway lines.
Land use zones Areas in an urban area that have a specific purpose or function.
Minimum service area The minimum area needed to maintain a settlement, service or function.
Multifunctional This is classified as urban because it has both secondary and tertiary activities.
Nucleated pattern/ Buildings are arranged close to one another.
clustered pattern
Pull factors (positive The qualities of an area that make people want to move there.
factors)
Push factors Problems experienced in an area that make people move away.
(negative factors)
Range The maximum distance people are prepared to travel to a settlement or a function.
Rate of urbanisation The speed at which urbanisation is taking place.
Rural depopulation A decrease in the number of people living in rural areas as the population ages
because young people are leaving.
Rural–urban migration People move from the rural areas in search of better opportunities in cities.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 41
3 Chapter
Concept Definition
Settlement A group of people living on a day-to-day basis in an area that has buildings,
communication networks and functions.
Settlement pattern This refers to a settlement being arranged either in a nucleated or dispersed manner.
Site The actual piece of land that a settlement is found on.
Situation The settlement in relation to its surrounding environment.
Specialised town/city A town or city with one main dominant function.
Sphere of influence The maximum area served by a settlement or function.
Threshold population The minimum number of people needed to maintain a settlement or function or to
keep it profitable.
Trade and transport Town or city found near to or on transport routes.
town/city
Types of towns/cities There are three main types of towns/cities:
• Central place towns/cities.
• Trade and transport towns/cities.
–– Break-of-bulk towns/cities.
–– Junction towns/cities.
–– Gap towns/cities.
• Specialised towns/cities.
Types of settlements These are classified as either rural or urban according to function.
Unifunctional This is classified as rural because it has mainly primary activities.
Urban expansion The area that an urban area uses (physical area) increases over time, e.g. new
buildings and infrastructure.
Urban growth The number of people living in an urban area increases by natural increase (births
minus deaths) as well as rural–urban migration.
Urban profile The view of an urban area from the side to indicate the different land use zones.
Urbanisation An ever increasing percentage of the total population living in urban areas.
Village shapes Rural villages are classified as linear, round/square or crossroads.
Wet-point settlement A settlement in a dry area situated near to a water source.
3.1 Study of settlements
In this chapter we learn that settlements are classified according to function, or
size and complexity.
3.1.1 Function
• Rural settlements are mainly unifunctional (they have one main function)
with only primary economic activities occurring, e.g. farming or forestry.
• Urban settlements are multifunctional (they have many functions), i.e.
they have both secondary activities (factories/manufacturing) and tertiary
activities (services).
© Department of Basic Education 2014
42 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
3.1.2 Size and complexity
• Settlements are classified from the smallest to the largest.
• A farmstead, hamlet and village are rural settlements.
• A town, city, metropolis, conurbation and megalopolis are urban
settlements.
Study Figure 3.1.2 below to understand the differences in size and
complexity of rural and urban settlements.
Farmstead
A single farm and outbuildings
ò
Hamlet
Rural A loose grouping of a few farmsteads
ò
Village
A denser grouping of many farmsteads
ò
Town
A densely populated urban area, e.g. Harrismith or Beaufort West
ò
City
A large town where many people live and work, e.g. East London,
Bloemfontein
ò
Metropolis
Urban A main city in a region which is surrounded by dependent towns, e.g.
Cape Town, Durban, Port Elizabeth
ò
Conurbation
A large urban area formed by the growth and coalescence of a number of
cities and towns, e.g. Witwatersrand PAY SPECIAL ATTENTION
NB
ò
It is important to be able to
Megalopolis classify settlements according
HINT!
A gigantic urban complex formed when a number of conurbations join, to their function, size and
e.g. Boston, New York and Washington (Bonywash) hintand pattern.
complexity,
Figure 3.1.2: Size and complexity of settlements
e.g. EG - worked examples
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography exams
CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 43
3 Chapter
Activity 3.1
Complete the table to illustrate your understanding of the classification of
settlements as either rural or urban.
Rural Urban
Function (activity) (1 × 2 = 2) (1 × 2 = 2)
Size and complexity
(smallest to largest
settlements) (3) (5)
[12]
Answers to activity 3.1
Rural Urban
Function (activity) Unifunctional (primary Multifunctional (secondary
activities)33(2) and tertiary activities)33
(2)
Size and complexity Farmstead, hamlet Town3, city3, metropolis3,
(smallest to largest and village333 conurbation3,
settlements) (3) megalopolis 3(5)
[12]
You need to
know how to
identify stock and
crop farming on 3.2 Rural settlements
a map.
Rural settlements are the smallest settlements which are unifunctional.
They are farmsteads, hamlets or villages, where primary activities
(farming, fishing, forestry or mining) take place. Figure 3.2.A illustrates a
rural settlement.
Land use in rural settlements
The largest land use in South Africa is agriculture. Approximately 12, 1% of
the land is used for both commercial and subsistence cultivation of crops.
Although rural communities focus on primary economic activities (farming
and forestry), there are a number of different ways in which the land in
these settlements can be used.
Subsistence farming involves using the land to grow crops and breed
animals that are a source of food for the family living on the farm. The aim
is not to sell the goods, but to consume them.
Commercial farming is practised where the land is used to grow crops or
breed animals that are then sold as food sources to other markets. The
main aim of this rural land use is to generate income for the farmers.
Commercial farming can be either intensive or extensive.
Commercial farming can be divided into:
• Stock farming: Animals, for example, cows, chicken, sheep, pigs.
• Crop farming: Cultivation of land, for example, maize, wheat, fruit,
vegetables.
• Mixed farming: A combination of stock and crop farming.
© Department of Basic Education 2014
44 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
Figure 3.2A: Rural settlement
Rural settlement patterns
Try to
A rural settlement pattern refers to whether the farmsteads are grouped
imagine yourself living in
together or not. There are two rural settlement patterns: these different settlement
• Nucleated pattern: Farmsteads are arranged close to one another. patterns to help you
Figure 3.2.B (below left) shows a nucleated pattern. These buildings remember the advantages
and disadvantages.
are rural, so they cannot be classified as being larger than a hamlet
or village.
• Dispersed pattern: Farmsteads are arranged far apart from one
another. Figure 3.2.C (below right) shows a dispersed pattern.
This can only be an isolated farmstead – this is one farm house,
stables or sheds or kraals, and surrounding fields.
PAY SPECIAL ATTENTION
NB NB
In an exam you may be asked to identify the pattern of settlement
(nucleated or dispersed). Learn Figures 3.2B and 3.2C below to
enable you to answer this question.
HINT!
hint
e.g. EG - worked examples
Key:■ = buildings Key:■ = buildings
exams
Figure 3.2B: Nucleated rural pattern Figure 3.2C: Dispersed rural
pattern
activity
ACTIVITIES boy
and girl-left and
right of page
© Department of Basic Education 2014
activity
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 45
3 Chapter
In the exam, Nucleated rural settlement
you may be asked Advantages Disadvantages
what the advantages or
disadvantages are of living • More interaction with people • Not enough privacy
in a nucleated or dispersed • Safer as there are more people • There may be arguments as you have to
settlement. Study table 3.1 • Can share ideas on how to agree on how to solve a problem
(right) to help you answer
solve a problem • Have to share the profits
this question.
• Can share the cost of tools and • Cannot use tools or machinery when
machinery you want to
Dispersed rural settlement
Advantages Disadvantages
• More privacy • Not enough interaction with people
• Can make your own decisions • Not as safe as it is far from other people
• All the profit is your own • Have to pay for all costs by yourself
• Better use of machinery and • Difficult to share ideas when you have a
tools problem
PAY SPECIAL ATTENTION
NB3.1: Advantages and disadvantages of living
Table NBin a dispersed or nucleated
rural settlement
When you
HINT!learn these advantages and disadvantages remember that:
hint • If it is an advantage for nucleated it will be a disadvantage for dispersed.
• If it is a disadvantage for dispersed it will be an advantage for nucleated.
3.2.1
e.g. Reasons for the location
EG - worked examples
of rural settlements
Where a settlement occurs is referred to as its location. We will discuss the
exams of settlements under the headings site and situation.
location
• The site of a rural settlement refers to the exact piece of ground the
settlement is found on.
• The situation of a settlement refers to the settlement in relation to its
surrounding environment.
Figure 3.2.1A below illustrates the relationship between the site and the
activity
situation of a settlement.
ACTIVITIES boy
situation and girl-left and
right of page
activity
site
situation situation
x
Step by step comment comment
situation
Figure 3.2.1A: Site and situation of a settlement
© Department of Basic Education 2014
46 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
Site of a rural settlement These last two
When choosing a site for rural settlements, the following factors are factors are not as
relevant today as they
considered: were in the past.
• Availability of water
• Arable (fertile) land
• Pastoral (grazing) land
• Building materials
• Fuel such as wood from a forest
Situation of a settlement
When choosing a situation for rural settlements the following factors are
considered:
• Above the flood line away from a river
• On the north-facing slope for warmer temperatures
• In the thermal belt for warmer night time temperatures
• Next to a road for accessibility
PECIAL ATTENTION
NB
In an exam you may be asked to identify factors that affected
the choice of the site of a particular settlement in a diagram. In
this type of question if a key is given, study it carefully to help you answer the question.
Learn the information above to help you answer this question.
Activity 3.2 Practise
applying what you have
worked examples learnt about the site
Study the two rural settlement diagrams in Figures 3.2.1B and 3.2.1C and and situation of rural
complete the table. settlements by
completing Activity
3.2.
y
ACTIVITIES boy
and girl-left and
Figure 3.2.1B
right of page Figure 3.2.1C
y Figure 3.2.2B Figure 3.2.2C
Function (1 × 2 = 2) (1 × 2 = 2)
Settlement pattern
comment (1 × 2 = 2) (1 × 2 = 2)
y step comment
Factors affecting the site (1 × 2 = 2) (1 × 2 = 2)
Factors affecting the situation (1 × 2 = 2) (1 × 2 = 2)
[16]
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 47
3 Chapter
Answers to activity 3.2
Figure 3.2.2B Figure 3.2.2C
Function Rural/unifunctional33 Rural/unifunctional 33
(2) (2)
Settlement Nucleated33 Dispersed/isolated33
Make sure pattern (2) (2)
you understand the
difference between Factors affecting Arable land33 Arable land33
push and pull the site Drinking water33 Drinking water33
factors. (any 1) (2) Grazing land 33
(any 1) (2)
Factors affecting Away from water33 Away from water33
the situation Dry point settlement33 Dry point settlement33
(any 1) (2) Near a road for
transport33
(any 1) (2)
[16]
3.2.2 Rural-urban migration
As countries develop and urban areas expand, more and more people
move from the rural areas to cities and towns. This movement of people
from a rural area to an urban area is called rural-urban migration.
In this section we look at the factors that cause people to leave the rural
areas (push factors) and move to the urban areas (pull factors). We will
also look at what governments do to keep people in the rural areas.
Push and pull factors causing people
to leave the rural areas
Table 3.2 below summarises the factors that make people want to leave
the rural areas and move to cities.
Push factors Pull factors
Remember, these make you Remember, these make you
want to leave rural areas. want to move to urban areas.
They push you away. They pull you in.
Natural disasters, such as drought or floods, have a Natural disasters have a smaller impact; government
greater impact in rural areas. provides more help to urban areas during droughts
and floods.
Lack of facilities in rural areas, e.g. fewer schools, Better and more access to education and medical
colleges or universities, and fewer hospitals or clinics in facilities in urban areas
rural areas
© Department of Basic Education 2014
48 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
Lack of services in rural areas, e.g. water, electricity, Better access to services in urban areas, e.g. water,
transport electricity, transport
Lack of employment in rural areas – few jobs are More jobs and more types of jobs available in urban
available and there is little variety in the types of jobs areas
available
Lack of housing in rural areas More housing and better housing available in urban
areas
Lack of recreational facilities, entertainment and social More recreational facilities, entertainment and social
interaction in rural areas interaction in urban areas
Poverty in rural areas, which limits people's chances of Better standard of living possible in urban areas
improving their standard of living.
Table 3.2: Push and pull factors
Strategies for getting people to stay in rural
areas
Rural to urban migration causes many problems in rural and urban areas.
Because of this, the government has various solutions or strategies (plans)
to keep people in rural areas and to attract people back to rural areas.
Agenda 21 is a broad strategy to develop rural areas. Some of the basic
ideas are included in the list below:
• Before you can implement a solution, it is important to speak to the
local people and get their ideas on how to improve the area.
• Solutions should look to use the skills and talents of the local
people.
• Basic needs (food, shelter, clothing and clean running water)
must be satisfied before other development can happen.
• Improve services (like electricity and roads) and facilities (like
hospitals and schools) to encourage people to stay in the area.
• When providing for these basic needs, such as building roads or
clinics, use local labour and train people so they can use their
new skill or trade to earn a living in the area.
• Improve food security by educating farmers in the use of better
farming methods, tools and seeds.
• Attract secondary activities, like factories, to rural areas. Encourage
these industries to use local raw materials and skills to ensure
rural people are employed.
Rural depopulation does not only affect rural areas but also small
towns. Many people are leaving small towns to move to the big cities. Below
are some basic ideas to consider when improving small towns:
• Improve roads to and from the small town.
• Upgrade facilities in the small town.
• Town councils must find ways to advertise their town to attract
tourists or people to come and live there, for example:
–– Build old age homes and offer services specifically for older
people. This would attract older people to retire to the
small town.
–– Develop a holiday resort, or attract people for weekend
getaways to the small town.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 49
3 Chapter
Summary of rural settlements
© Department of Basic Education 2014
50 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
3.3 Urban settlements
Urban settlements are towns or cities where secondary and tertiary
activities take place. More and more people are living in urban areas so
towns are growing larger and more complex all the time. Figure 3.3A below
shows an urban settlement.
Figure 3.3A: An urban settlement
3.3.1 Reasons for the location
of urban settlements
Where a settlement is found or occurs is referred to as its location.
Site of an urban settlement
When choosing a site for urban settlements, the following factors are
PAY SPECIAL ATTENTION
considered: NB NB
• Availability of water: This is no longer as relevant, since water can be
piped over long distances.
• Soil: People prefer to build on soil which allows water to drain In an exam you may be
through it. It is difficult to build on clay because water collects on top asked to identify factors
HINT!
that affected the choice of
of this type of soil. hint a particular settlement in
• Rock structure: Sites which are far from sinkholes, fault lines and
a diagram. In this type of
volcanoes are better to build on.
question, if a key is given
• Relief: Sites with gentle gradients are preferred, as building costs
look at it carefully to help you
are cheaper. e.g. EG - worked examples
answer the question. Learn
• Transport and trade: Development often occurs at a river crossing. the information (left) to help
• Human factors: Sites with historical, cultural or social value attract you answer this question.
people to live in the area.
exams
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 51
3 Chapter
3.3.2 Types of urban settlements
Urban areas are classified according to their function (the main reason
why they are there). There are three main types of urban areas:
• Central places
• Trade and transport towns or cities
• Specialised town or cities
Table 3.3 summarises the three types of urban areas.
1. Central places
Small towns supplying urban goods and services to surrounding rural areas
Low order good/service High order good/service
• Need often (bread, milk, doctor) • Don't need or need less often (e.g. TV, health spa)
• Smaller threshold population • Larger threshold population
• Several shops/services • Few shops/services
2. Trade/transport towns or cities
Develop where transport routes meet
Break of bulk Junction Gap
Transport changes, e.g. from sea to Intersection of two main transport Point of access at physical barrier
land routes (e.g. mountain pass)
Example: Durban Example: De Aar (Touws River) Example: De Doorns (Hex River Pass)
3. Specialised towns or cities
Develop because of one main function in the area
Mining Education Industrial Resort Commuter/dormitory
Example: Example: Example: Example: Example:
Welkom Grahamstown Secunda Margate Soweto
Table 3.3: The three types of urban areas
Use the word CRIME to help
you remember the different
types of specialised towns:
C Commuter Make up your own
mnemonics to remember
R Resort the facts about these
I Industrial three types of urban areas
(see page xi in the introduction
M Mining to learn more about
E Education mnemonics).
© Department of Basic Education 2014
52 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
Central places
Central places are small towns that supply urban services to the surrounding
rural area. They have shops that sell basic goods or provide basic services
to people who live and work on the farms in the area. Goods or services
may be classified as low or high order. Study Table 3.4 below to learn the
differences between low and high order goods or services.
Low order goods/services High order goods/services
Definition A function or good you need or buy A function or good you buy less often or
often do not need on a regular basis
Examples Low order goods: bread, milk, petrol High order goods: television, designer
Low order services: doctors, shoes
mechanics High order services: specialist doctors,
health spas
Threshold population Smaller number of people Larger number of people
Number of these shops or Many – people want to buy low order Few – people do not need high order
services goods and services on a regular basis goods and services very often
Table 3.4: Low and high order goods or services
Make sure you
• Threshold population: The number of people a function must know these three
definitions which relate
serve in order to be profitable, or the number of people needed
to central places. They
to support a function or town. Threshold population refers to are easy marks!
how many customers a shop or service must have in order to be
profitable.
• Range: The distance a person will travel to obtain a particular good
or service. Range refers to how far someone will travel to buy a
particular product or access a particular service.
• Sphere of influence or service area: The area served by a business
selling a particular good or service. This is the area where people
live who buy goods from a particular shop or use a particular
service.
Activity 3.3
Apply what
you have learnt
1. Expand the blank diagram in Figure 3.3.2A below and use the about central places
following terms to add a key to the diagram: by completing
a) Threshold population (1 × 2 = 2) activity 3.3.
b) Range (1 × 2 = 2)
c) Sphere of influence (1 × 2 = 2)
Figure 3.3.2A
2. Write definitions to show your understanding of the terms in
a), b) and c). (3 × 2 = 6)
[12]
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 53
3 Chapter
Answers to activity 3.3
1.
KEY:
Settlement or function33
Sphere of influence33
Range33
Threshold population33
Figure 3.3.2B
2. a) The minimum number of people needed to maintain a
settlement or function33(2)
b) The maximum distance people are prepared to travel to a
settlement or a function33(2)
c) The maximum area served by a settlement or function33(2)
[12]
Trade and transport towns or cities
These are towns or cities which develop at a point where transport routes
meet. Easy access to trade and transport in the area is the reason why
people settle there.
There are three types of trade and transport cities:
• Break-of-bulk towns or cities: They develop at a point where the
type of transport changes. This is most often at a harbour where the
transport changes from sea to land.
• Junction towns or cities: They develop at an intersection of two major
transport routes, for example a railway junction.
• Gap towns or cities: They develop at a point of access through or
over a physical barrier, for example at a mountain pass.
Specialised towns or cities
PAY SPECIAL ATTENTION
NB NB
In an exam, you may be asked to identify the type of trade and transport city in a
diagram. If a key is given, look at it carefully to help you answer the question. Learn the
information above to HINT!
help you answer this question.
hint
These are towns or cities which have developed because of one main
or dominant function occurring in the area. If the function were to stop
then the city would be
EG -at risk of becoming a ghost town (a deserted town).
e.g. worked examples
Examples of specialised towns or cities are:
• Mining towns or cities, e.g. Welkom
• Education towns or cities, e.g. Grahamstown
exams towns or cities, e.g. Secunda, Sasolburg
• Industrial
• Resort towns or cities, e.g. Margate
• Dormitory or commuter towns or cities, e.g. Soweto
activity © Department of Basic Education 2014
54 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT ACTIVITIES boyMind the Gap CAPS Grade 12 Geography
and girl-left and
Chapter 3
3.3.3 Structure of an urban area
The study of an urban area involves focusing on the following three aspects:
• Urban profile
• Urban street patterns
• Urban land use zones
Urban profile
An urban profile is a view of the urban area from the side, like looking at
the side view of a person’s face. We call the side view a profile. A profile is
seen in cross section drawings.
Figure 3.3.3A below shows a cross section of an urban profile.
Suburban CBD Suburban Industrial
office park shopping centre zone
High income
residential Rural urban
fringe
Low income Transition zone
housing/informal
settlement
Figure 3.3.3A: An urban profile
When we study an urban profile we take note of the height, the density of
the buildings, and land value.
• Looking at the city from the centre towards the outskirts
The height of the buildings decreases the further away you go from
the centre of the city. The density (how many buildings there are in
an area) also decreases the further you go from the city centre. The
reason for the decrease in density and height is because land value
decreases as you move away from the centre of the city.
• Looking at a city from the outskirts towards the centre
The height of the buildings increases the closer you get to the city
centre. The density of the buildings also increases the closer you get
to the city centre.
• Thinking about land value
Land value in the centre of the city is very high because it is in high
demand (lots of people value it and want to live or work there). The
land value decreases the further you go from the city centre.
The density and height in the centre of the city is highest because
of the high land value. People must make maximum use of the land.
This is why there are many high-rise buildings in the city centre.
Due to the high land value in the city centre, certain functions will
move to the outskirts of the city, such as factories, businesses and
residential (houses). Factories and business are often located in
specific areas known as industrial or office parks. Houses are located
in residential suburbs.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 55
3 Chapter
Figure 3.3.3B below shows the urban profile and how the land value
decreases from the central business district (CBD) towards the outskirts
of the urban area.
Suburban office park CBD (Central Business
(also called outlying District): Tallest
business district): buildings; most Suburban shopping Urban–rural fringe:
Landscaped offices expensive land; centre centre: Large shopping On outskirts of
in suburbs; parking of business activity; centres in residential built-up area;
available; peaceful accessible to all suburbs; lots of parking smallholdings, golf
surroundings available; entertainment courses; horse-
and retail (shops) riding stables; plant
nurseries; cemeteries;
land not so expensive
High-income Low-cost housing/ Transitional zone: Around Industrial zone:
residential: Large; informal settlement: CBD; old buildings, Factories (heavy and
expensive homes; Residential; high usually run-down; mixed light industry); out of
swimming pools; tennis density; basic services land use e.g. warehouses town; noisy and dirty;
courts; big grounds not always available and industry; some needs to be close to
redevelopment transport routes
Figure 3.3.3B: Urban profile showing decrease in land value from the CBD towards the outskirts of the urban area
PAY SPECIAL ATTENTION
NB NB
In an exam you may be asked to describe how the building density
or buildings might change as you move away from the CBD. You
may also be asked to explain why the height or density of buildings changes. Learn the
HINT!
information above to help you answer this question.
hint
Apply your
understanding of urban Activity 3.4
profiles byEGcompleting
e.g. - worked examples
Activity 3.4.
1. On the urban profile shown in Figure 3.3.3B on page 56 draw
a line graph to show how land value changes as you move
towards the CBD. (1 × 2 = 2)
exams
2. How does building density change as you move towards the
centre of the city? (1 × 2 = 2)
3. Explain your answer in question 2. (2 × 2 = 4)
4. Why would an office park move away from the Central
Business District? (2 × 2 = 4)
activity [12]
ACTIVITIES boy
and girl-left and
right of page
activity
Step by step comment comment
© Department of Basic Education 2014
56 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
Answers to activity 3.4
1.
land value
Land value
City profile
Figure 3.3.3C
2. The density of the buildings increases. 33(2)
3. The land is very expensive in the CBD so many buildings are built
closer together and on smaller pieces of land. 33 (4)
4. Land value is cheaper 33/There is less traffic congestion 33/
It is closer to clients 33/There is less noise 33/There is more
parking33 (any 2) (4)
[12]
Urban street patterns
The structure of an urban area can be studied from above by looking at the
patterns formed by the streets of the urban area. The layout or arrangement
of the roads is called the street pattern. In this section we focus on four
street patterns:
• Gridiron
• Radial
• Planned irregular
• Unplanned irregular
Study Figures 3.3.3A to D to G (below and on page 58) to understand the
four street patterns.
Gridiron street pattern
• The roads intersect at right angles, forming rectangular blocks.
• Found in the CBD and older cities
Advantages of the gridiron street pattern
• Easy to find way around (cannot get lost)
• Land can be divided up easily
• Can be converted into one-way streets to ease traffic congestion
• Shorter distance to travel
• Little wastage of land
Disadvantages of the gridiron street pattern Figure 3.3.3D: Gridiron street pattern
• Traffic congestion as traffic stops at every intersection
• More accidents because of intersections
• Monotonous (boring) suburb layout
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 57
3 Chapter
PAY SPECIAL ATTENTION
NB NB
In Paper 1 or Paper 2 you may be asked to identify the street
pattern and state the advantages and disadvantages of the street
pattern. You may also be asked to give the age of a settlement based on the street
pattern in the settlement.
HINT!
Radial street pattern
hint
• The roads spread out from a central point, similar to a spider’s web.
• Found in very old cities like Paris in Europe or Kimberley in South
e.g.
Africa. It is also found in more recently planned citiesEGlike
in South Africa.
Sasolburg
- worked examples
Advantages of the radial street pattern
• Easier flow of traffic
exams
• All roads lead to central point in town, for example a place of
worship, monument, town square, etc.
Disadvantages of the radial street pattern
• Traffic jams are common as all roads lead to the centre
• Traffic is slow as there are no shortcuts
• Space is wasted activity Figure 3.3.3E: Radial street pattern
Planned irregular street pattern ACTIVITIES boy
and girl-left and
• The roads have few intersections and curve a lot. right of page
• Found in modern cities and newer suburbs
activity
Advantages of the planned irregular street pattern
• Improves the flow of traffic
• Roads are quieter because there are fewer intersections and less
through-traffic comment
Step by step comment
• Interesting suburb layout because of unexpected turns in the road
• Accommodates the nature of the topography
Disadvantages of the planned irregular street pattern
• It is easy to get lost. Figure 3.3.3F: Planned irregular
• It is not easy to subdivide or expand. street pattern
Unplanned irregular street pattern
• There is no clear design or plan to these roads.
• Typical of informal settlements
Advantages of the unplanned street pattern
• One of a kind (unique) pattern
Disadvantages of the unplanned street pattern
• Traffic congestion
• Unplanned/no order Figure 3.3.3G: Unplanned irregular
• Get lost easily street pattern
Urban street Urban land use zones
patterns will be tested The structure of an urban area can be studied by looking
in activity 3.5 in the
mapwork interpretation of at the different land use zones in a city. A land use zone
settlement based on is an area which has features that define its function. For
the Nelspruit map. example, a residential area is made up of houses or flats,
recreational areas, schools and shops. These features tell us
that people live in the area. Another example is an industrial
area, which is made up of many large buildings (factories),
major transport routes and few open or green areas.
© Department of Basic Education 2014
58 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
See if you
The photographs and some orthophotos in Figures can find examples
3.3.3H (i)–(xiv) below show different land use of these land use
zones and their features. An orthophoto is an aerial zones in the area
where you live.
photograph that has been geometrically corrected
so that the scale is uniform and there is no visual
distortion. Remember, aerial means ‘seen from above’.
Description Photograph Orthophoto
Central Business
District (CBD)
• In the city centre
• Highest land values
• Most accessible
• Highest building density
• Tallest buildings
(i) (ii)
Transition zone
• Zone of mixed and changing
land use, e.g. residential
becoming commercial
• Often a zone of decay
• Landlords are not
maintaining the area or
buildings.
• Working class residents live
here, in high-density flats or
small houses.
(iii)
Light industry
• Often near the CBD or in
planned industrial estates
(areas where government
plans to provide needed
power and transport for
factories)
• Found near road transport
as raw materials are often
transported more easily in
this way
• Little noise and air pollution
created by these industries (iv) (v)
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 59
3 Chapter
Description Photograph Orthophoto
Heavy industry
• Found on the outskirts of the
city where land is cheapest
• Found near major road and
rail networks for transport of
raw materials and finished
products
• Often low-income housing is
found nearby
• Heavy air and noise pollution
• Needs to be on flat land,
near a water source
(vi)
Middle- to high-income
residential/upper class
residential
• Found away from the CBD
• Often has a good view
• Townhouses and big houses
• Larger properties as more
space is available
• Good services and facilities,
including recreation areas
(vii) (viii)
Low-income
residential/working
class residential
• Buildings very close together
• Close to business area
• Fewer facilities and poor
services
• Small blocks
• Buildings look the same
(ix)
Informal settlement
• Found on the city outskirts
• No service delivery (no
roads, sanitation, water,
electricity or schools)
• High poverty levels
• High crime rates
• Houses are built out of
plastic, wood, zinc, etc
• Unhealthy conditions
• Very dense housing with
unplanned street patterns (x)
© Department of Basic Education 2014
60 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
Description Photograph Orthophoto
Green belt/recreation
• No buildings in this area
• Used for public gardens,
parks and sports fields. Area
has many trees and lawns.
• Helps to clean the air in
urban areas
• Calms traffic and reduces
noise levels
(xi) (xii)
Rural urban fringe
• Mixed land use with both
urban and rural functions
• Urban functions like rubbish
dumps, airports, cemeteries
and golf courses
• Land use starting to change
from rural to urban as city
expands
• Large properties because
land here is often cheaper
• Less developed areas
• Plots and smallholdings (xiii) (xiv)
Figure 3.3.3H: Land use zones
Land use models
Land use models are simplified diagrams which are used to represent
the pattern of land use functions within a city or a town. It should be
remembered that these are a simplification of reality and it is unlikely that
any model will fit every town or a city well.
The urban models listed below are a few examples of the currently used
urban models in the world.
They are:
• Multiple nuclei model
• The modern American-Western city model
• Third world city model
• South African city model.
As cities developed and changed over time, people designed land use
models to represent the patterns of land use at that time. Today most
cities fit the multiple nuclei model.
In developing countries cities have a different pattern, with sections that
are well developed and defined (for example, areas where the colonial
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 61
3 Chapter
powers lived), and sections that are unplanned and irregular (for example,
areas where the indigenous people lived). The irregular sections have
grown due to rural-urban migration.
South African cities have a completely different pattern due to apartheid
laws like the Group Areas Act. Our cities have a multiple nuclei pattern with
some additions – see Figure 3.3.3K.
Centre Industrial
Industrial/Manufacturing — Transport axis
Commercial
Low class
residential
Light
industry Outlying
business
CBD
Medium class district
residential
High class
residential
Heavy industry
Industrial Residential
surburb surburb
Figure 3.3.3I : An example of the Figure 3.3.3J: Multiple nuclei city model
American-Western city model
Industrial
Park major
high income roads
white area middle
income
4 4 white
group
y
Di me middle income
co sa nit area
m white group area
en
Perife ity 5 5
sa
ri
Di
7 7
Market 5 CBD
Periferico
5 CBD
4 6 4 buffer strip
low middle
white white ‘coloured’ or
low
‘coloured’ or white Indian private
1 Indian private
2 2
3 3 bu f
fe r
2 Mall 2
ria l
ust African
township
ind
1. Commercial 2. Elite residential sector
3. Middle-class residential 4. Zone of in situ accretion
freestanding informal
5. Zone of maturity 6. Gentrification settlement
7. Zone of peripheral squatter settlements
Figure 3.3.3K: An example of a third world city model Figure 3.3.3L: An example of an apartheid city model
(Latin American city)
© Department of Basic Education 2014
62 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
Land use zones and mapwork interpretation
It is important that you understand how to identify land use zones on a topographic map
or orthophoto, as this is a frequently asked question in the Mapwork section of the exam
(Paper 2).
Central Business District
• In the centre of the town
• Has a gridiron pattern
• Transport routes meet here
Working class residential zone
• Near CBD or industrial area or sewage disposal works or railway line
• Very small blocks (grey blocks on a map show built-up areas)
Upper class residential areas
• On outskirts of town (but not near factories or sewage works)
• Near to golf courses or the sea
• Large grey blocks
Heavy industry
• On outskirts of town
• Next to main transport routes (highway or railroad)
• Near a river
• Indicated by large black blocks on the map
ECIAL ATTENTION
NB
In Paper 1 and Paper 2 you may be asked to identify the
land use zones seen in diagrams, cartoons, photographs and
on a topographic map or on an orthophoto. You may also be asked to describe the
characteristics of the land use zone. Learn the above information to help you answer
the question.
rked examples Activity 3.5
This activity is a mapwork interpretation of a settlement. Refer to the
topographic map 2530BD Nelspruit and the orthophoto map extract at
the back of this study guide and answer the following questions.
1. Nelspruit/Mbombela is the capital of which South African
province? (1 × 2 = 2)
2. a) What factors influenced the site of Nelspruit/
Mbombela? (4 × 2 = 8)
b) Discuss the situation of Nelspruit/Mbombela. (3 × 2 = 6)
3. boya) Identify the settlement pattern in block C2. Give a
ACTIVITIES
and girl-left and
right of page reason to support your answer. (2 × 2 = 4)
b) What is the shape of the settlement in block B3?
Why do you think it has taken this shape? (2 × 2 = 4)
4. Classify the type of farming in block C3 as fully as possible,
explaining your answer. (3 × 2 = 6)
5. a) What is different about the farm Friedenheim in block
step comment comment
C5? (1 × 2 = 2)
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 63
3 Chapter
b) How could this farm help to prevent rural–urban
migration? (1 × 2 = 2)
6. What type of city would Nelspruit/Mbombela be classified
as? Explain your answer. (2 × 2 = 4)
7. a) Give the block reference of the land use zone known
as the CBD. (1 × 2 = 2)
b) Draw a simple cross section sketch to illustrate the
urban profile of the land use zone in question a). (2 × 2 = 4)
c) What type of street pattern is found in this zone?
Give two advantages and two disadvantages for this
street pattern. (5 × 2 = 10)
8. West Acres is an example of an upper income residential
area. Give two reasons from the map to support this
statement. (2 × 2 = 4)
Study the orthophoto at the back of the study guide.
9. What land use is found at A, B, C and D? (4 × 2 = 8)
10. The residents of West Acres do not like travelling to the
centre of Nelspruit/Mbombela to do their shopping as it
has become so congested. Where would you suggest that
they build a new shopping mall? Explain why you have
chosen this site to build on. (3 × 2 = 6)
[70]
Answers to activity 3.5
1. Nelspruit/Mbombela is the capital of Mpumalanga province.33(2)
2. a) Analysis of the site of Nelspruit/Mbombela:
• Near water from the river33
• Arable land from the river valley33
• Possible building material from the surrounding hills33
• Possible fuel from the vegetation on the slopes33(8)
b) Discussion of the situation of Nelspruit/Mbombela:
i) Topography: It is on the valley floor so easy to establish3/
Gap city between the mountains3
ii) Gradient: The city is built on flat land for the large
buildings3/Residential areas are more on the slopes3
iii) River: Buildings on the inner bank away from possible
flooding3
iv) Transport: On the main road to Mozambique on N43/
Links to the west–east and north–south3/Part of
Maputo Corridor3 (any 3 facts) (6)
3. a) Block C2 is a nucleated settlement pattern.33
The buildings are close to one another.33(4)
b) The settlement in block B3 has a linear shape.33 It lies along
the road/along a contour so that it is easy to build on the
same height above sea level/altitude.33(4)
© Department of Basic Education 2014
64 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
Answers to activity 3.5 (continued)
4. The type of farming in block C3 is commercial farming.33
The farm is large33/The farmer lives on his farm and has
maximum control33/The farm is near to the road for easy
transport.33 (any 3 facts) (6)
5. a) The farm Friedenheim in block C5 is an experimental farm.
It has a research/education function.33(2)
b) This farm can help to prevent rural–urban migration because:
It creates work for the people living in the area and people
can migrate back to the area33/It supports Agenda 21,
enabling people to become more independent or able to
make a living.33 (any 1 fact) (2)
6. Nelspruit (Mbombela) can be classified as any one of the
following:
Central place – there is a lot of farming in the area so Nelspruit
offers urban services to the surrounding rural area, e.g. market
for farm produce, schools for rural children to attend.3333
Trade and transport city – it is built where two major roads
meet3333.
Gap city – it is built in the valley between mountains.3333
(any 1) (4)
7. a) The land use zone known as the CBD is in block E4 on
the map.33 (2)
b) Simple cross section sketch to illustrate the urban profile
of this land use zone:
NW SE
N4 highway
Figure 3.3.3M(4)
c) This zone has a gridiron street pattern.33
Advantages (any 2) Disadvantages (any 2)
• Easy to find your way around • Traffic congestion as
(cannot get lost)33 traffic stops at every
• Land can be divided up intersection33
easily33 • More accidents because of
• Can be converted into one- intersections33
way streets to ease traffic • Heavy traffic causes road
congestion33 rage 33
• Shorter distance to travel33 • More pollution from cars33
• Little wastage of land33 • Monotonous (boring) town
layout33
(10)
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 65
3 Chapter
Answers to activity 3.5 (continued)
8. West Acres is an example of an upper income residential area.
Two reasons are evident on the map to support this statement:
• Away from the CBD33
• It has large blocks of land between the roads.33
• Street pattern plan is irregular33
• It is on the warmer, north-facing slope so land will be more
expensive.33
• Away from pollution and noise33 (any 2) (4)
Questions based on the orthophoto:
9. Land use found at A, B, C and D:
A = Transport (railway station)/Industrial33
B = Commercial/Business – CBD33
C = Residential33
D = Recreation/Showground33(8)
10. The best place for a shopping mall for the residents of West Acres
would be near E on the orthophoto. The reasons are as follows:
• The land is not being used for other purposes.33
• It is near a road so people living nearby can get there easily.33
• It is close to the suburb West Acres.33
• The land here is quite flat (as indicated by the contours that
are far apart).33 (any 3 reasons) (6)
[70]
3.3.4 Urban settlement problems
As an urban area grows and more people move into the area, certain
problems are created and get worse as the city gets bigger. These problems
are often worse in the CBD.
In this section we focus on the following three urban problems:
• Congestion
• Urban decay
• Centralisation
Problem: Congestion (too many cars on the roads)
Study Tables 3.5
to 3.7 to learn about Causes Effect Solution
the causes, effects and
solutions to these three • Too many people • Increased air • Improve public
urban problems. using own cars pollution transport
• Not enough public • More accidents • Have lift schemes
transport • More stress and • Encourage some
• Old street planning health problems; road businesses to move
rage out of the CBD
• Synchronize traffic
lights
Table 3.5: Causes, effects and solutions to the urban problem of congestion
© Department of Basic Education 2014
66 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
Problem: Urban decay (where parts of the city are not looked after or are
over-used)
Causes Effect Solution
• CBD moving into • Slums develop • Get people in slums
residential areas • Services and facilities to help fix up their
• Too many people decline area, increase
living in the city their ownership of
• Increased pollution
buildings
• Unoccupied/empty • Area becomes dirty
buildings • Improve and upgrade
and neglected (not
services and facilities
looked after)
Table 3.6: Causes, effects and solutions to the urban problem of urban decay
Problem: Centralisation (too many people and activities moving into the city,
close to centre)
Causes Effect Solution
• High demand for land • Increased pollution • Move certain
in the city • Increase in health functions out of the
• Too many people problems city
living in the city • Increased destruction • Stricter controls on all
of the environment types of pollution
• Overuse of resources • Develop more green
belts
• Production of too
much waste
Table 3.7: Causes, effects and solutions to the urban problem of centralisation
PAY SPECIAL ATTENTION
NB NB
In an exam you may be asked to state the causes or effect or
solution to an urban problem. You may also be asked to describe
the causes or effect or solution to an urban problem in a paragraph.
HINT!
hintEconomic, social and
3.3.5
environmental injustice
e.g. you are often asked to describe, explain, or discuss the effect,
In geography
EG - worked examples
impact, or injustice of particular phenomena. To do this, we first need to
understand the meanings of these words.
• Injustice:
exams inequity, unfairness, unjustness, wrong, grievance; means
an act that inflicts undeserved hurt. Injustice applies to any act that
involves unfairness to another or violation of one’s rights
• Opposite of injustice: equity, fairness, justice.
• Economic injustice: when different people have different levels of
income in a society.
activity
• Social Injustice: the distribution of advantages and disadvantages
within a society. ACTIVITIES boy
• Environmental injustice: theand unfair distribution of environmental
girl-left and
right of page
benefits and burdens. Environmental justice is the fair treatment
activity
and meaningful involvement of all people regardless of race,
© Department of Basic Education 2014
Step by step comment comment
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 67
3 Chapter
colour, national origin, or income with respect to the development,
implementation, and enforcement of environmental laws,
regulations, and policies.
• Impact: the effect or impression of one thing on another.
• Effect: something brought about by a cause or agent; a result or
outcome.
In Geography when a question refers to economic, social and environmental
factors, impacts or injustices the term relates to the following:
• Economic: this term deals with the making of or losing money by
business, countries, and individuals. It includes economic activities
(primary, secondary, and tertiary activities). It is concerned with the
human-made environment; the infrastructure and buildings.
• Social: this term relates or deals with people, demographic factors
(birth rates, death rates, income, literacy levels and employment),
and basic needs.
• Environmental: of, relating to, or associated with the environment.
In a test or exam the question would be as shown below. Possible answers
are given.
Discuss the economic, social, and environmental injustices of the following:
Or
Discuss the economic, social, and environmental impacts or effects of
the following:
1. Flooding (Mid-latitude cyclones, tropical cyclones)
2. Drought (HP cells)
3. Global warming
4. Mining
5. Zone of decay/Overpopulation or overcrowding
6. Rural depopulation
7. Globalisation/Increased trade
© Department of Basic Education 2014
68 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
Summary of urban settlements
Mind map to be corrected
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 69
3 Chapter
Activity 3.6
Refer to Figure 3.3.5A below, which shows a settlement typical of the
Apply your
knowledge from the South African urban landscape. It shows urban functions or services of a
whole settlement section to low and a high order.
complete activities
3.6 and 3.7.
Figure 3.3.5A
1. a) What is a settlement? (1 × 2 = 2)
b) Is the settlement shown in Figure 3.3.5A a rural or an
urban settlement? (1 × 2 = 2)
c) Give one reason for your answer to question b) above.(1 × 2 = 2)
2. a) Distinguish between a low-order function and a high-
order function. (2 × 2 = 4)
b) From Figure 3.3.5A, identify one low-order function and
one high-order function. (1 × 2 = 2)
c) Explain the meaning of the term sphere of influence
of a function or service. (1 × 2 = 2)
d) Will the hospital or the café have a larger sphere of
influence? (1 × 2 = 2)
e) Explain your answer to question d) above. (2 × 2 = 4)
3. a) The bakery is an example of a light industry. What is
a light industry? (1 × 2 = 2)
b) Unlike a heavy industry, the bakery can be located
close to the hospital. Explain why this bakery does
not have to be located outside the city. (2 × 2 = 4)
c) Why is it important for the bakery to have a central
location? (2 × 2 = 4)
4. a) With reference to Figure 3.3.5A, explain why many
people from the surrounding rural areas are attracted
to this settlement. (2 × 2 = 4)
b) Explain why it is important for the illustrated
settlement to slow down the movement of people
from rural areas to this settlement. (2 × 2 = 4)
[38]
© Department of Basic Education 2014
70 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
Answers to activity 3.6
1. a) A settlement is a grouping of people, buildings, communication
networks and activities that function as a single, integrated
system on a regular, daily basis. 33 (2)
b) It is an urban settlement. 33(2)
c) It is multifunctional33/Secondary and tertiary functions
are shown.33 (any 1) (2)
2. a) Low-order function: Needed on a daily basis; has a small
sphere of influence, small range and small threshold
population33(2)
High-order function: Needed less often; has a large sphere
of influence, large range and large threshold population.33(2)
b) Low-order: Bakery/Café/Flour mill33
High order: SABC/Hospital/Bank/Chem-Lab Research 33
(any 1) (2)
c) Sphere of influence is the area served by a function or
service 33(2)
d) Hospital 33(2)
e) A hospital has a high-order function and people are
prepared to travel great distances to use this service.33 (2)
A hospital needs a large threshold population and therefore
a large sphere of influence is needed.33(2)
3. a) A light industry is an industry that uses small quantities of
raw materials and causes little pollution.33 (2)
b) Reasons why the bakery does not have to be located outside
the city:
• Little air pollution 33
• Little noise pollution 33
• No bad odours (bad smells) 33
• No dangerous activities 33
• Only needs a small piece of land 33 (any 2) (4)
c) Reasons why it is important for the bakery to have a central
location:
• Products are perishable (can go bad) 33
• Must be close to the consumers 33
• More accessible 33 (any 2) (4)
4. a) Reasons why people are attracted to the settlement:
• Variety of services (e.g hospital, bank, transport) 33
• Job opportunities in many different economic activities33
• Higher paid jobs in secondary and tertiary sectors 33
• Good infrastructure 33
• Entertainment33 (any 2) (4)
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 71
3 Chapter
Answers to activity 3.6 (continued)
b) Slowing down the rural-urban migration must happen so
that it can:
–– Avoid overcrowding 33
–– Reduce traffic congestion 33
–– Reduce pressure on resources 33
–– Reduce the unemployment caused by too many people
coming to the city 33
–– Reduce the problem of lower standards of living 33
–– Reduce the problem of informal settlements being built 33
–– Prevent a possible increase in crime 33
–– Prevent urban decay 33
–– Prevent the development of social problems 33 (any 2) (4)
[38]
Activity 3.7
Refer to Figure 3.7 and read the following extract (Cape Peninsula) before
you answer the questions that follow.
The Cape Peninsula stretches from the Cape of Good Hope and Cape Point northwards
to Table Mountain and the city of Cape Town. It comprises, for the most part, strikingly
beautiful mountains, including the well-known Table Mountain which overlooks the bay
and city. Its western and eastern shorelines are graced by attractive residential and
resort centres that are a magnet for holiday-makers.
(Adapted from Traveller’s Guide to South Africa)
Question 1
Refer to the wine farms located in the area of Constantia. Wine
farm estates are examples of isolated farmsteads.
1.1 Define the term isolated farmstead. (1 × 2 = 2)
1.2 State two economic advantages of this settlement pattern.
(2 × 2 = 4)
1.3 Describe two social disadvantages of this settlement
pattern. (2 × 2 = 4)
1.4 Wine farms in South Africa form part of all three economic activities:
primary, secondary and tertiary activities. Explain this statement in a
short a paragraph (no more than 12 lines). (6 × 2 = 12)
[22]
Question 2
Study the city of Cape Town in the centre of Figure 3.7 to answer the
following questions.
2.1 Define the term site. (1 × 2 = 2)
2.2 What two factors were responsible for the site chosen for
the development of Cape Town? (2 × 2 = 4)
2.3 Why is Cape Town classified as a break-of-bulk point? (1 × 2 = 2)
© Department of Basic Education 2014
72 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
Figure 3.3.5B: Cape Peninsula
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 73
3 Chapter
2.4 a) What do the letters CBD stand for? (1 × 2 = 2)
b) Identify the street pattern of the CBD of Cape Town. (1 × 2 = 2)
c) Provide one advantage and one disadvantage of this
street pattern. (2 × 2 = 4)
d) With reference to Figure 3.7, identify one characteristic
of the CBD’s profile. (1 × 2 = 2)
e) Explain why the CBD has the characteristic you
identified in question d). (2 × 2 = 4)
2.5 What evidence is there that the CBD of Cape Town is the
most accessible land use zone? (1 × 2 = 2)
[24]
Question 3
Refer to the residential areas of Sea Point and the Malay Quarters.
3.1 a) Classify the two areas as low- or high-income areas
respectively. (2 × 2 = 4)
b) Explain your classification of Sea Point in question a)
by referring to evidence from Figure 3.7. (2 × 2 = 4)
3.2 The open space around the Malay Quarter may attract
migrants from the rural areas.
a) What is likely to develop here as a result of this
migration? (1 × 2 = 2)
b) Explain the occurrence of this development. (2 × 2 = 4)
c) State two reasons for these migrants leaving the
rural areas. (2 × 2 = 4)
d) What problems are associated with this development?
(2 × 2 = 4)
e) You are part of a task team set up by the government to
provide suggestions on how to slow the movement of
people from the rural areas, as well as attract people
back to small towns. In a short paragraph (no more than
12 lines), discuss some of your suggestions. (6 × 2 = 12)
[34]
Question 4
4.1 Provide the correct term for the following phrases:
a) A settlement where only primary activities occur (1 × 2 = 2)
b) An urban settlement which consists of a main city
with surrounding dependent towns (1 × 2 = 2)
c) The increase in the number of people living in an urban
area (1 × 2 = 2)
d) A resource from the earth which cannot be
replenished. (1 × 2 = 2)
e) The economic sector which involves the accessing
and distribution of information. (1 × 2 = 2)
© Department of Basic Education 2014
74 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 3
4.2 Match the columns. Simply write the number of the term
in Column A next to the letter of the correct phrase from
Column B.
Column A Column B
a) Junction town i) Plans to provide basic needs to all areas
b) Zone of decay ii) Farmland with a high carrying capacity
c) Centrifugal forces iii) Reasons why people leave a CBD or city
d) Intensive farming iv) Plans to improve the peripheral areas
e) Spatial development v) An old area in the CBD
initiatives vi) A town formed where two rivers meet
vii) An area around the CBD with mixed
functions
viii) A town formed at a point where two major
transport routes meet
(5 × 2 = 10)
[20]
Answers to activity 3.7
Question 1
1.1 An individual farmstead on its own piece of land. 33(2)
1.2 All profit is your own 33/Make own decisions 33/
Make effective use of machinery 33/Less time wasted
travelling to work. 33 (any 2) (4)
1.3 Little social interaction 33/Less help in times of trouble 33/
No sharing of ideas. 33 (any 2) (4)
1.4 Primary activities refer to the extraction of raw material from
the Earth. The growing of grapes is a primary activity. 3333
Secondary activities refer to the manufacturing of raw material
into processed goods. Making wine from grapes is a secondary
activity. 3333
Tertiary activities refer to the provision of services and selling
of goods. Wine farms sell wine/have restaurants and wine
tasting which attracts tourists. 3333(12)
[22]
Question 2
2.1 A site is the exact piece of land a settlement is found on.33(2)
2.2 Available flat land 33/Natural harbour providing access to the
ocean33(4)
2.3 It has a harbour where the mode of transport changes, e.g from
land to sea. 33(2)
2.4 a) Central Business District33(2)
b) Gridiron street pattern33(2)
c) Advantage: Easy to find your way 33/Easy to extend 33/
Easy to subdivide33 (any 1)
Disadvantage: Causes traffic congestion 33/Monotonous
(boring) layout 33 (any 1) (4)
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT 75
3 Chapter
Answers to activity 3.7 (continued)
d) Tall buildings/Skyscrapers33(2)
e) Land is in demand so price increases 33/Cheaper to
build upwards33 (any 1) (4)
2.5 All transport routes converge in the CBD. 33(2)
[24]
Question 3
3.1 a) Sea Point – high income 33; Malay Quarter – low income 33
(4)
b) Has sea view, which increases land value 33/On outskirts
city; residents can afford transport costs33 (any 1) (4)
3.2 a) Informal settlement (squatter settlement)33(2)
b) Migrants are uneducated so they cannot find a job33
They cannot afford rent or to buy a house33(4)
c) Family land not big enough to divide among children 33/
Traditional farming methods so low food output 33/
Inadequate services and facilities 33/Droughts and
floods have greater impact 33/Farm workers evicted 33/
Job losses due to increased mechanisation33 (any 2) (4)
d) High degree of unemployment 33/Social problems,
such as violence and crime, more common 33/
Increase in litter and pollution 33/Waterborne diseases
common 33/Increased spread of diseases33 (any 2) (4)
e) Need to speak to community and find out their needs 33/
Find out skills and talents in area 33/Need to set up industry
in area based on local skills or raw materials or products 33/
Improve farming methods of subsistence farmers 33/Possibly
change to commercial cash crops33/Small towns advertise
attractions in their town33/Find ways to attract tourists, for
example lodges, casinos, holiday resorts, etc. 33/ Develop
or market the town as a commuter or retirement town 33/
Petition government to maintain services and facilities 33
(any 6 facts; include points for both rural areas and towns) (12)
[34]
Question 4
4.1 a) Rural
b) Metropolis
c) Urban growth
d) Natural, non-renewable resource
e) Quaternary(10)
4.2 a) – viii)
b) – vii)
c) – iii)
d) – ii)
e) – iv) (10)
[20]
Keep going!
© Department of Basic Education 2014
76 CHAPTER 3 R URAL SETTLEMENT AND URBAN SETTLEMENT Mind the Gap CAPS Grade 12 Geography
Chapter 4
Economic
Geography of
South Africa
This chapter covers South Africa’s economic activities,
as well as food security.
Economic
Geography of South
Africa
Economic geography
Economic activities
Understanding
Primary Secondary Tertiary Quaternary
graphs and
activities (4.1) activities (4.2) activities (4.3) activities (4.4)
tables (4.5)
Farming (4.1.1) Mining (4.1.2) Industrial development Informal sector (4.3.1) Understanding Understanding
(4.2.1)
graphs (4.5.1) tables (4.5.2)
Factors Factors Characteristics
favouring favouring Factors affecting location Example of a
Importance bar graph
Factors Factors Factors favouring
hindering hindering Reasons for
Example of
development
a pie chart
Factors hindering
Importance Importance Problems/challenges
Main industrial regions
Measures to improve
Food security Impact informal sector
and food on the Strategies for industrial
insecurity environment development
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA 77
4 Chapter If you know
and understand all
the definitions of economic
geography, you will be able to
answer most of the questions in the
economic geography section of the
final exam. Use mobile notes to help
you memorise these key concepts.
Instructions for making them
are on page x in
Key concepts this guide.
Concept Definition
Balance of payment A country’s financial statement showing its transactions with the rest of the
world
Balance of trade The value of exports minus the value of imports
Bridge industries Industries that are located between the source of raw materials and the
customer, e.g. oil refineries
Centralisation Movement of industries into core areas
Decentralisation Movement of activities away from over-centralised areas
Economic activities Activities that people practise to meet their needs or earn a living
Exports Goods and services that are sold to foreign countries
Favourable trade balance Occurs when the value of exports is greater than the value of imports
Food insecurity When not all the people have enough food to meet their needs for a healthy
and productive life
Food security When all the people have enough food to meet their needs for a healthy and
productive life
Footloose industries Industries that can be located in any place without being affected by factors
such as resources or transport, e.g. diamond processing and computer chip
manufacturing
Foreign exchange The money paid to South Africa by other countries, e.g. dollars and pounds, in
exchange for goods and services
Formal sector Registered businesses that are licensed to sell goods or provide services
Globalisation The way in which the economic, social, political and cultural activities of
countries across the world are interconnected (working together)
Gross Domestic Product (GDP) The total value of goods and services produced within the borders of the
country in a year
Gross National Product (GNP) The total value of goods and services produced by the permanent citizens of a
country in one year (note that permanent citizens may work out of the country)
Hawker An informal street trader
Imports Goods and services that are bought from foreign countries
Industrial Development Zone Industrial estates or areas aimed at economic growth and new investment;
(IDZ) used by developing countries to attract investment, create jobs and boost
exports
Informal sector Activities by small, unregistered businesses that sell goods or provide services
without being licensed, e.g. petty trade, casual employment, spaza shops and
street hawkers or traders
Infrastructure Transport network (roads, railways) and services (electricity,
telecommunication, water and sewerage) that are in place
© Department of Basic Education 2014
78 CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA Mind the Gap CAPS Grade 12 Geography
Chapter 4
NB Concept Definition
Primary activities Activities that involve taking natural resources from the earth, e.g. farming
(livestock, crops), forestry, mining, fishing
Quaternary activities Activities that deal with information and research
Secondary activities Activities that involve the processing of raw materials and manufacturing of
goods, e.g. factories and industries
Semi-skilled worker A worker who does routine tasks (simple tasks that are done on a regular
basis); someone who is not skilled or trained to do specialised work (difficult
tasks that need special training)
Skilled worker A worker who has a specific set of skills or specialised knowledge that has
usually been obtained through some kind of formal training
Spatial Development Programme aimed at improving infrastructure and attracting business
Initiatives (SDI) investments in rural areas that were neglected and underdeveloped
Tertiary activities Activities that deal with the supply of services, e.g. banking, trade and transport
Trade The flow of goods and services from producers to consumers across the world
Trading bloc A group of countries that have common markets or trade agreements
Unskilled worker A worker who performs simple duties that do not require any specific skills,
training or previous experience; usually involves hard physical labour
CTIVITIES boy
nd girl-left and
CIAL ATTENTION
ght of page
NB
In an exam you may be asked to test your understanding of terms
by matching the key concept with the definitions provided. An
example of this kind of question is provided in activity 4.1 on page 80. Practise this by
completing the activity.
comment comment Take care not to confuse the terms gross domestic product (GDP) and
gross national product (GNP) with one another.
ked examples
GDP refers to the total
value of goods and
services produced in one
year within the borders of
South Africa.
ACTIVITIES boy
and girl-left and
GNP refers to the total
right of page
value of goods and
services produced in one
year by the permanent
citizens of a country (even
if they live and work in
tep comment
another country).
comment
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA 79
4 Chapter
Activity 4.1
Choose a term from Column B that matches a statement in Column A. Write
only the letter (A to F) next to the question number (1 to 5), for example
6 – G.
Column A Column B
1. Obtaining raw materials from the A. Gross domestic product
earth B. Tertiary activity
2. Total value of goods and services C. Gross national product
produced by the permanent D. Primary activities
citizens of a country in one year E. Economic activities
3. Provision of services F. Secondary activities
4. Processing of raw materials
5. Value of all goods and services
produced in a country in one year
[10]
Answers to activity 4.1
1 D (Primary activities) 33(2)
2 C (Gross National Product) 33(2)
3 B (Tertiary activities) 33(2)
4 F (Secondary activities) 33(2)
5 A (Gross Domestic Product) 33(2)
[10]
In the next section we focus on primary, secondary and tertiary economic
activities. These economic activities are important to the economy and
the country’s development, and are interdependent. Primary activities
stimulate secondary activities which, in turn, stimulate job creation in the
tertiary sector.
4.1 Primary economic
activities
Primary activities involve extracting (removing) raw materials from the
earth, for example farming, fishing, forestry and mining. We focus on
farming and mining as they are the two primary activities that contribute
the most to South Africa’s economy.
© Department of Basic Education 2014
80 CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA Mind the Gap CAPS Grade 12 Geography
Chapter 4
4.1.1 Farming in South Africa
In this section we focus on factors that favour and hinder farming. There
are different types of farming: crop farming, stock farming and mixed
farming (both crop and stock). The word ‘agriculture’ is used to refer to all
types of farming. Firstly, pay attention to Table 4.1, where the differences
between a large scale farmer and small scale farmer are explained.
Table 4.1 The differences between a large scale farmer and a small scale farmer
Small scale farmer Large scale farmer
• Farmers with limited resources The modern trend to enlarge
• Hobby farmers, retirement farmers, lifestyle farmers farms to reach optimal size as a
business enterprise rather than as
• Those who sell directly to consumers — through farmers markets, CSAs
a unit size suited to single family
and other marketing channels which are not part of the traditional,
management.
wholesale distribution chain
• Those who grow vegetables or fruits while also raising livestock
Factors favouring (promoting) farming
These factors make farming more productive and profitable:
• There is a high demand (market) for farming products so farmers
sell their crops more easily. Farmers’ profits rise when they can sell Use the following word
for a higher price to overseas markets with a demand for their crops mnemonic to help you
or stock. remember the factors that
• The fertile floodplains of rivers allow farmers to produce more crops favour farming in South Africa:
or grazing land (pastures) in these areas. This supports farming and F = Fertility Ò Farmer
increases profits. D = Demand Ò Daniel
• The eastern half of the country gets more than 500 mm of rain a R = Rain Ò Reaps
year. This makes it possible to produce more crops and ensures
T = Temperatures Ò Tomatoes
greener pastures for stock farming, therefore increasing profits.
• The relatively high summer temperatures help crops to grow and
increase crop production. It also ensures greener pastures for
stock farming.
• Availability of labour (workers)
Factors hindering (restrict/limit) farming
These factors make farming difficult and therefore less productive and
less profitable:
• Rainfall is low and unreliable on the plateau, which limits crop
production and decreases available pastures for stock farming. Use the following word
• Soil erosion due to incorrect farming methods increases farming mnemonic to help you remember
costs and decreases profits. the factors that hinder farming in
• Natural hazards such as droughts, floods and hail storms damage South Africa:
crops and stock and decrease production and profits. H = Hazards Ò Hungry
• HIV and AIDS have a negative impact on the health and productivity P = Price Ò People
of farm workers.
S = Soil Ò Seek
• Price fluctuations (when prices go up and down) make it difficult for
farmers to stay in business and make a profit. H = Health Ò Healthy
• Pests which affect crops and stock are costly to control and cause a R = Rainfall Ò Round
decrease in production and profits. P = Pests Ò Potatoes
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA 81
4 Chapter
Importance of farming in South Africa
(role of farming in SA)
Farming benefits the economy and people in these ways:
PAY SPECIAL ATTENTION
NB NB
• Farming provides jobs to people and so decreases unemployment.
• Farming provides food to the country so less food needs to be
In an exam you may be asked imported. Food that is supplied locally is less expensive than
to state the factors that favour imported food.
HINT!
or hinder farming. You may • Farming equipment is expensive because much of it is imported,
hint
also be asked to explain the but South Africa has reduced these costs by manufacturing some
importance of farming to equipment locally, for example irrigation systems.
South Africa. • Farming involves moving crops to the markets, which in turn leads
EG - worked examples to improving the country’s infrastructure (roads, railways and
e.g. communication systems).
• South African farming products are exported to other countries
AL ATTENTION earning us foreign exchange. This improves the country’s economy.
NB
exams
Food security and insecurity
In an exam you may be asked Food security is when all the people have enough food to meet their needs
to define the terms food for a healthy and productive life. Some of the factors (reasons) why people
security and food insecurity have enough food (food security) are:
and state the factors that • Commercial farms are able to produce enough food due to
activity
lead to food security and favourable climatic factors.
food insecurity. Learn this • ACTIVITIES
Peopleboycan afford to buy the food. In other words, farmers have a
ed examples information to answer this and girl-left and
market.
right of page
question. • The need to import food from other countries at high costs is
activity reduced because food is grown locally.
Apply what • Genetically modified crops are more resistant to diseases, pests and
you have learnt viruses so more crops can be produced.
about food security by
completing activity Food insecurity is when not all the people have enough food to meet their
4.2 on page 83. Step by step needs comment comment
for a healthy and productive life. Food insecurity affects poor people,
many of whom live in rural areas. These people try to survive by growing
their own food. This is called subsistence farming. This type of farming
provides only enough food for the farmer’s own family.
Some of the factors (reasons) why people do not have enough food (food
ACTIVITIES boy
and girl-left and insecurity) are:
right of page
• There is a lack of fertile (arable) land on which to grow food.
• Climate change increases natural disasters (droughts and floods)
that damage crops.
• When you are poor it is more difficult to buy the things you need to
farm, such as enough land, equipment, seeds and irrigation systems.
• Subsistence farmers are often uneducated about ways to improve crop
p comment comment production so land is often overused for crops or overgrazed by cattle.
Some of the measures (ways) to prevent food insecurity are:
• Prevent soil erosion by practising better farming methods, for
example crop rotation or rotational grazing (putting cattle in different
fields or camps).
• Use efficient ways of storing food, especially when more crops are
produced in high-rainfall seasons.
• Improve ways of storing and using water supplies to reduce water
wastage.
© Department of Basic Education 2014
82 CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA Mind the Gap CAPS Grade 12 Geography
Chapter 4
Activity 4.2
The cartoon in Figure 4.1.1 below shows how environmental problems can
affect food security.
Wake up, people! Many environmental problems threaten our food security...
Each individual fisherman wants to
Like overfishing... maximise his profit, but too much fishing
can destroy the fishery for everyone.
Out of the way, there’s
We’ll all be profit to be made!
better off if we
limit our fishing
so that there will
be enough fish
for next year.
Unfortunately, they are not
I like going to like rising sea levels.
cheap I like cheap fertilisers!
And climate change... I like cheap electricity!
petrol!
Figure 4.1.1: Factors contributing to food insecurity
1. How has the use of fossil fuels and fertilisers caused
climate change? (3 × 2 = 6)
2. How does climate change link to rising sea levels? (2 × 2 = 4)
3. How would rising sea levels affect food security? (1 × 2 = 2)
4. Explain your answer in question 3. (1 × 2 = 2)
5. Name another factor in the cartoon that would affect
food security. (1 × 2 = 2)
[16]
Answers to activity 4.2
1. Fossil fuels and fertilisers release greenhouse gases like
carbon dioxide and methane into the air. 33 These gases
trap heat in the atmosphere. 33 This increases the Earth’s
temperature, which leads to changes in Earth’s climate and
weather. 33(6)
2. The increase in the Earth’s temperature causes the polar
icecaps to melt. 33 This leads to increasing sea levels. 33(4)
3. It would decrease food security/cause food insecurity. 33(2)
4. Land would be flooded, so there is less land to use for
agriculture or food production. 33(2)
5. Overfishing33(2)
[16]
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA 83
4 Chapter
4.1.2 Mining in South Africa
In this section we focus on factors favouring and hindering mining. There
are different types of mining: open cast and shaft mining.
Factors favouring (promoting) mining
These factors make mining more productive and profitable:
Use the following word mnemonic to
help you remember the factors that
• South Africa has many different minerals which can be mined and
favour mining in South Africa:
used in factories or exported so the country earns foreign exchange.
• South African mines benefit from having lots of local unskilled
M = Minerals Ò Miners
labour. This results in lower labour costs and therefore higher profits.
L = Labour Ò Love • Foreign skilled miners come to work in South African mines and the
F = Foreign Ò Finding mines benefit from their knowledge and skills.
I = Investment Ò Important • Many countries invested money in our mines, which assisted with
I = Infrastructure Ò Irons further development of the mines and a lowering of costs.
• A well-developed infrastructure (roads and railway lines, water and
electricity) assists mines to do business.
Factors hindering (restrict/limit) mining
Use the following word mnemonic to
These factors make mining less productive and less profitable:
help you remember the factors that
• The high temperatures in some underground mines create difficult
hinder mining in South Africa: working conditions and this decreases productivity.
• Large distances between the mines and the harbours or towns
S = Safety Ò Sometimes
increase the cost of transporting the minerals to the markets.
W = Water Ò Workers
• There are high costs involved in training and housing mine workers.
C = Costs Ò Can • Mine worker strikes decrease productivity and profits.
D = Distances Ò Dig • Water shortages and underground flooding of mines are a serious
T = Temperatures Ò Too problem. It is expensive to fix the problem and this decreases profits.
S = Strikes Ò Slowly
• Ensuring safety on the mines is costly, especially when tunnel roofs
collapse.
The importance of mining to
the South African economy
(role of mining in SA)
Mining benefits the economy and people in these ways:
• The mining sector provides many jobs, which decreases
unemployment.
• Mines supply raw materials to secondary activities such as factories
and industries. This in turn stimulates industrial development.
• When mines start up, new towns and transport networks develop
around the mines.
• Mining stimulates other sectors of the economy, such as farming,
building and trade, to meet the needs of the growing number of
people who live and work in mining towns.
• Harbours, like those at Saldanha Bay (Western Cape) and Richards
Bay (KwaZulu-Natal), expand (grow bigger) to cope with increased
mineral exports to other countries. This creates more jobs and also
helps other sectors of the economy to grow.
• The export of mining products increases the profits of the mines
because they earn foreign exchange.
© Department of Basic Education 2014
84 CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA Mind the Gap CAPS Grade 12 Geography
Chapter 4
Impact of mining on the environment
The processes involved in removing minerals from the earth create waste
products and have a negative effect on the environment. Some of the PAY SPECIAL ATTENTION
negative effects of mining are: NB
• The natural vegetation is removed to clear the ground for mining
activities. This leads to an increase in soil erosion in these areas. In an exam you may be asked
• When vegetation is removed it destroys natural habitats and to state the factors that favour
damages ecosystems, which can lead to the extinction of plants and or hinder mining. You may
HINT!
animals in the area. hint
also be asked to explain the
• The land is destroyed when mine dumps and slimes dams are built importance of mining to South
to store waste. Africa and the impact of
• Chemicals that leach (wash off) from the mine dumps when it rains mining on the environment.
cause water and land pollution. e.g. EG - worked examples
• Sinkholes are a danger in areas where mining takes place.
• Coal is a major mining product in South Africa. Power stations burn
coal to make electricity. The carbon dioxide that is released during exams
this process contributes to global warming and climate change.
4.2 Secondary economic
NB
PAY SPECIAL ATTENTION
NB
activities In an exam you activity
may be asked
Secondary activities involve the processing of raw materials and to identify a heavy or light ACTIVITI
HINT! and girl-
manufacturing of goods. We use the word ‘industries’ for secondary industry from a picture or
hint
right of p
activities. For example, sugar cane is turned into sugar at an industry on a topographic map. You
called a sugar refinery; trees are turned into wood shavings and then activity
may also be asked to state
paper at an industry called a sawmill; cowhides are turned into leather to the characteristics of heavy
or light industries. Learn
e.g.
make handbags and shoes at an industry called a tannery. EG - worked examples
the information in Table 4.2
Secondary activities can be divided into heavy and light industries. Learn to help you answer these
Step by step com
the information in Table 4.2 below to understand the differences between questions.
these two types of industries.
exams
Light industry Heavy industry
Example Jewellery making, clothes factory, Power stations, iron and steel factory,
computer manufacturer, food and motor vehicle factory, paper mill
beverages
Location activity
In a city in the CBD; in the zone of decay; On the outskirts of a city; in rural areas
in an industrial estate near the raw material source
ACTIVITIES boy
and girl-left and
right of page
Raw material Small, may be partially processed Large, bulk, not processed
Land requirements
activity
No specific needs, may be in a multi- Needs a large area of flat land, single-
storey building storey buildings
Infrastructure Uses existing road network and local Needs access to major roads or railways,
power supply water supply and power supply
Step by step comment comment
Environmental impact Has little to no impact on the surrounding Utilises a large amount of water and
area causes air and noise pollution
Table 4.2: The differences between heavy and light industries
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA 85
4 Chapter
In the next sections we focus on factors that affect the location of industries
and the factors that favour or hinder the development of secondary
economic activity. We look at the development of the four main industrial
regions in South Africa:
• Pretoria–Witwatersrand–Vereeniging complex (PWV) (Gauteng)
• Durban–Pinetown (Ethekwini)
• Port Elizabeth–Uitenhage (Nelson Mandela Bay)
• Southwestern Cape
4.2.1 Industrial development in
South Africa
The availability of raw materials in South Africa has led to the development
of large industries (factories) that process the raw materials or use semi-
finished products to manufacture final products.
Factors affecting the location of an industry
When deciding where to site an industry, the following two factors are the
most important:
• Raw materials: How close are the natural resources or raw materials
the industry needs to make its product?
• Markets: How close is the industry to the market where it sells its
product? In other words, how close are the consumers (the people
that buy the product)?
An industry will locate itself close to either the raw materials or the market.
If the raw material is large and difficult to transport, the industry will locate
close to the raw material. This industry would be called raw-material
orientated.
If the raw material is smaller and easier to transport, the industry will locate
close to the market. The industry would be called market orientated.
The following factors can also affect the location of an industry:
• Transport: Access to major transport routes between the industry,
the raw material source and the market.
• Energy: A reliable supply of electricity is needed to be able to process
raw materials or manufacture goods.
• Labour: A skilled and unskilled work force must live in the area where
the industry is located.
• Link industries: These are industries that you sell your product to.
How close the industry is to its link industries will affect its transport
costs.
• Government policies: Government may offer subsidies or tax
incentives to industries that locate in certain areas, which may help
to decrease costs.
© Department of Basic Education 2014
86 CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA Mind the Gap CAPS Grade 12 Geography
Chapter 4
Factors favouring (promoting) industrial
development in South Africa
These factors make industries more productive and more profitable:
• South Africa has a wide range of industries because there is a wide
range of raw materials to support production.
• A well-developed infrastructure (roads and railway lines, water and
electricity) assists industries to do business.
• The availability of cheap, level (flat) land makes it cheaper to develop
industries in South Africa.
• The availability of a large skilled and unskilled labour force in the
areas where industries are located decreases the costs of training
and worker accommodation and transport.
Factors hindering (restricting/limiting)
industrial development in South Africa
These factors make industries less productive and less profitable:
• The large distances between South Africa and its foreign markets
increase transport costs and make it more difficult to compete with
industries in those countries.
• There is a shortage of skilled labour in South Africa. This increases
labour costs because industries have to attract foreign skilled labour
and pay high salaries to retain skilled workers.
• Labour strikes decrease the productivity of industries in South
Africa and this increases costs and limits further industrial
development.
• Water and electricity shortages and price increases limit further
industrial development.
Importance of industrial development in
South Africa
• When we export processed goods we earn more foreign exchange
than if we exported the raw material.
• Industries provide more and higher paid employment to the
population, this in turn leads to an increase in the standard of living
of the population. This increases their buying power which further
stimulates industrial development. It also increases the money made
from rates and taxes, so the government has more money to spend
on improving infrastructure and other facilities.
• The employment of people in industries leads to the development of
more skills and experience; this in turn leads to the development of
new technology.
• Industrial growth stimulates the development of all other services
and facilities.
Main industrial regions in South Africa
Figure 4.2.1A on page 88 shows the four main industrial regions in South
Africa.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA 87
PWV (Gauteng)
This is the largest industrial region in South Africa. Durban–Pinetown
Factors favouring industries (Ethekwini)
4 Chapter
• Large markets This is the second largest
• Plenty of skilled and unskilled labour industrial region in South
• Many different kinds of raw materials 1 Africa.
• Well-developed transport routes Factors favouring industries:
• Access to money (capital from banks and investors) • Access to a shipping port
Kinds of industries: • Large markets
• Chemical factories • Plenty of skilled and
• Iron and steel factories unskilled labour
• Food and drink (beverages) factories • Many different kinds of
• Motor vehicles raw materials
• Well-developed transport
routes
• Access to money (capital
4.2.1A: South Africa’s four industrial regions
from banks and investors)
• Good water supply
Southwestern Cape PWV (Gauteng)
Kinds of industries:
This is the third largest
• Food processing factories
industrial region in
• Sugar refining (making
South Africa.
sugar from sugar cane)
Factors favouring
• Motor manufacturing
industries: 2
• Oil refining (making petrol
88 CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA
• Access to a
from crude oil)
shipping port
• Chemicals factories
• Factories have
been here for a long Durban– Pinetown
time due to historical Figure
(Ethekwini)
reasons, such as the
arrival of the early
Port Elizabeth–Uitenhage (Nelson Mandela Bay)
settlers
This is the fourth largest industrial region in
• Plenty of skilled and
South Africa.
unskilled labour
Factors favouring industries:
• Availability of farming
• Access to a shipping port
products
• Factories have been here for a long time due
Kinds of industries:
to historical reasons such as the arrival of the
• Clothing and 3
4 early settlers
footwear factories
• Plenty of skilled and unskilled labour
• Food processing
• Availability of farming products
factories
Kinds of industries:
• Fish canning and
• Motor vehicle factories
packing factories Southwestern Port Elizabeth–Uitenhage • Leather goods factories
• Wine making
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
Cape (Nelson Mandela Bay) • Textiles factories
Chapter 4
Apply what you
Activity 4.3 have learnt about
secondary industries
by completing
Choose a term from the box that matches the descriptions that follow. activity 4.3.
heavy industries; footloose industries; market-orientated industries; centralisation;
decentralisation; Durban–Pinetown; Gauteng/Pretoria–Witwatersrand–Vereeniging
1. Over-concentration of industries in a few core areas
2. The largest industrial core area in South Africa
3. Industries that can locate anywhere due to improved technology
4. Industries that must be close to the consumers
5. These industries are associated with high noise and air pollution
(5 × 2 = 10)
Answers to activity 4.3
1. Centralisation 33(2)
2. Gauteng/Pretoria–Witwatersrand–Vereeniging 33(2)
3. Footloose industries 33(2)
4. Market-orientated industries 33(2)
5. Heavy industries 33(2)
[10]
Strategies for industrial development
As part of the development plan for underdeveloped regions, the South
African Government (Department of Trade and industry in partnership with the
Department of Transport) introduced TWO development plans:
• Spatial Development Initiative (SDI)
• Industrial Development Zones (IDZ)
Spatial Development Initiative Industrial Development Zones
• Is a development corridor, that is, • Usually close to harbours or airports
development along a major transport • Include already existing factories in
route, for example, a major highway. a town
• Connects major industrial or mining • Government plans upgrade of
areas. infrastructure and services to attract
• Government improves infrastructure further development
all along the development corridor to • IDZs are linked to each other or
stimulate development and access to other major cities by SDIs
areas along the route.
• Small towns and activities such as
farming and tourism are developed
along the route.
Table 4.3
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA 89
4 Chapter
Coast-to-coast SDI Platinum SDI Industrial
Gauteng SDI
to Walvis Bay – Agri-tourism
Phalaborwa SDI
Maputo
Development
Corridor
Lubombo SDI
Agri-tourism
Richard’s Bay SDI
KwaZulu-Natal
SDI Industrial
Wild Coast SDI
West Coast Fish River SDI Agr-tourism
Investment initiative Industrial
Figure 4.2.1B: Spacial Development Initiatives
CREATING JOBS – INDUSTRIAL DEVELOPMENT ZONES
Johannesburg IDZ
Still to be developed
East London IDZ
• Jobs created
to date: 930
manufacturing and
related jobs
Richards Bay IDZ
• Value of investment
The R670 million
Coega IDZ to date: R1,3 billion
Tata ferrochrome
• Motor industry plant employs 300
• Jobs created: people. Possible future
7 147 investment of
• Value of investment R400 million could
to date: R2,1 billion create another 400 jobs
Figure 4.2.1C: Industrial Development Zones
4.3 Tertiary economic
activities
Tertiary economic activities involve the selling of goods and provision of
services. For example, the selling of goods would include any supermarket,
car dealer or clothes shop. Examples of services are hairdressers, doctors,
internet cafes, and repair and maintenance companies.
Tertiary economic activities are divided into the formal sector and informal
sector. In this section we will focus on the informal sector in South Africa, its
characteristics and the reasons for its development. We will also look at the
challenges facing this sector and how the informal sector can be improved.
© Department of Basic Education 2014
90 CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA Mind the Gap CAPS Grade 12 Geography
Chapter 4
4.3.1 The informal sector in
Characteristics
South Africa are the things that
members of a group
Examples of people who work in the informal sector are hawkers, parking have in common.
guards and casual labourers (painters, tilers, gardeners, cleaning staff).
• If not registered, then they don’t pay income tax.
Characteristics of the informal sector
The informal sector has the following characteristics:
• Workers are self-employed.
• Women and children are mainly involved in this sector.
• It is associated with casual labour.
• It employs unskilled or semi-skilled workers.
Importance of the informal sector
The informal sector benefits the economy and people in the following ways:
• It provides an income to many people and decreases unemployment.
• Informal traders are more accessible to working class consumers.
• Consumers can buy goods in smaller quantities and at a lower price.
• It provides opportunities for people to grow and apply their
entrepreneurial skills.
Reasons for the development of
the informal sector
• Large scale job losses in the formal sector increase the number of
people who make work for themselves in the informal sector. PAY SPECIAL ATTENTION
• Greater mechanisation (use of machinery) on farms and in industry NB
results in more workers being unemployed and needing to make
work for themselves in the informal sector. Do not confuse the terms
• People who lack formal qualifications are less likely to be employed informal sector and informal
in the formal sector, causing them to make work for themselves in HINT!
settlement with one another:
the informal sector. hintsector is the
• Informal
• Immigrants who are not able to find legal employment in the formal economic term for people
sector turn to the informal sector to make an income. not employed in the formal
sector.
Problems or challenges facing e.g.
• Informal settlement
EG - worked examples
the informal sector refers to ‘squatter’ areas,
where people live.
These factors make informal trading less productive and less profitable: exams
• Traders are frequently harassed by local authorities.
• Traders do not have access to proper trading facilities.
• Traders and their goods are exposed to the weather.
• Banks do not like to give loans to informal traders.
• The sector is unpredictable and the income unreliable.
activity
Measures to improve the informal sector
These are some of the things that can be done to help informal traders:
• Local authorities can provide specific areas for informal trading.
• Local authorities can provide infrastructure, such as hawker stalls. activity
• Banks can make access to bank loans easier.
© Department of Basic Education 2014 Step by step
Mind the Gap CAPS Grade 12 Geography CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA 91
4 Chapter
• Local authorities can provide training to teach people the necessary
skills to develop their businesses.
4.4 Quaternary economic
activities
Quaternary economic activities deal with communication, technology and
research. Examples of quaternary activities are new product development,
medical research, customer surveys and market research, call centres,
facebook, Google and other information age businesses.
Activity 4.4
Choose a description from Column B that matches a term in Column A.
Write only the letter (A-L) next to the question number (1-10), e.g. 11.L
Column A Column B
1. Trade A. Groups of countries that have common markets or
2. Import trade agreements
3. Decentralisation B. Industrial estates aimed at economic growth and
4. Trading blocs new investment
5. Industrial C. Buying and selling of goods and services
Development D. Movement of activities away from over- centralised
Zones areas
6. Informal sector E. Commodity brought into a country
7. MEDCs F. Movement of industries into core areas
8. Multinational G. The way in which activities of countries across the
corporation world are interconnected
9. LEDCs H. Countries that are less developed in the world
10. Globalisation I. The trade involving businesses not registered with
the government and occupying premises illegally
J. Company that has factories, offices or shops in
different countries
K. Countries that are more developed than others
L. Value added to raw materials
(10 × 2 = 20)
Answers to activity 4.4
1. C 33
2. E 33
3. D 33
4. A 33
5. B 33
6. I 33
7. K 33
8. J 33
9. H 33
10. G 33 (10 × 2 = 20)
[20]
© Department of Basic Education 2014
92 CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA Mind the Gap CAPS Grade 12 Geography
Chapter 4
PAY SPECIAL ATTENTION
NB NB
The economic geography section will appear in Section B of the The next section
theory paper in Questions 3 and 4. Note that you will be asked will help you to understand
to answer questions based on information contained in texts, graphs and tables. The graphs and tables in
economic geography. Learn
answers can be found inHINT!
the information given, so read the information carefully to find
this information to prepare
the answer.
hint for this section of
the exam.
4.5e.g.
Understanding graphs EG - worked examples
and tables
In the exam, economic concepts are often tested using tables or graphs.
exams
It is important that you understand how to get information from a graph or
table to answer such questions.
ECIAL ATTENTION
NB
When a question in the exam refers to a table or graph, it is
activity
important that you study the table or graph before you read
the questions. This is similar to reading aACTIVITIES
comprehension
boy
text before answering the
questions. You will need to UNDERSTANDandthe table
girl-left and or graph in order to answer the
right of page
questions.
activity
orked examples
4.5.1 Understanding graphs NB
PAY SPECIAL ATTENTION
In this section we look at two types of graphs: bar graphs and pie charts.
Step by step comment comment
Follow these steps when you read a graph:
Here are some
HINT!
Steps to reading a bar graph hint helpful guidelines
that show you to
how to read and
Step 1: The heading of a graph will tell you what the graph shows and understand graphs.
y
what is being compared. It will tell you how the two or more factors
shown on the graph are connected. In other words, it will tell you what
e.g. EG - worked examples
the relationship is between the factors shown.
ACTIVITIES boy
and girl-left and
right of page
Step 2: Look at the labels on the different axes to see what factors
are being compared on the graph. These should be the same factors exams
mentioned in the heading.
Step 3: Look at the units of measurement on the different axes, for
example percentage and time, or amount of money compared across
step comment comment
economic sectors.
Step 4: Look at what is being compared and how the factors affect one activity
another. In other words, try and understand the relationship between the
ACTIVITIES boy
different factors. For example, as the one factor increases so the other and girl-left and
factor may decrease, or as one factor increases so the other factor may right of page
stay the same.
activity
Step by step comment
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA 93
4 Chapter
Let us apply Step 5: Look for anything that is unusual on the graph. See if there is
these steps by looking anything that does not fit the relationship between the factors. In other
at specific examples words, if the relationship shown is that one factor increases and all the
in Figure 4.5.1A
other factors except for one factor decrease, we will have something to
(right) and 4.5.1.B
on page 95. say about the exception. For example, on a graph it could be shown that
the contribution of primary economic activities increased production
over time, except for mining whose production decreased.
Step 6: Now read the questions set. Circle the question word to
understand what is asked. Set about answering the questions. You will
find the answers by reading the information in the graph.
Example of a bar graph
Carefully study the bar graph in Figure 4.5.1A below which shows the
contribution of different economic sectors to South Africa’s GDP (Gross
Domestic Product).
Figure 4.5.1A: Example of a bar graph
Follow these steps to read the
graph
1. The heading – the graph shows GDP (factor 1) in relation to
different industries (factor 2), and time (factor 3).
2. The axes – the vertical axis shows factor 1 (the GDP). The horizontal
axis shows factor 2 (different industries) and factor 3 (time).
3. Units of measurement – on the vertical axis factor 1 (GDP) is
shown as a percentage of total GDP. The horizontal axis lists factor
2 (industries) by name and factor 3 (time) in years.
4. Look at whether the GDP trend goes up or down from 1995 to
2002 in each industry. For example, manufacturing goes down
from 1995 to 2002. The amount it decreases is calculated by
subtracting the lower amount from the higher amount: 21,2% –
20,2% = 1%.
5. Look at what is unusual – the contribution of finance and transport
is much higher in 2002.
6. Now read the questions in activity 4.5 on page 95.
© Department of Basic Education 2014
94 CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA Mind the Gap CAPS Grade 12 Geography
Chapter 4
Activity 4.5
The following questions refer to the graph in Figure 4.5.1A on page 94.
1. What do the letters GDP stand for? (1 × 2 = 2)
2. Which industry contributes the most to the GDP? (1 × 2 = 2)
3. To what economic activity does mining and agriculture
belong to? (1 × 2 = 2)
4. Mining and agriculture contribute less to the GDP than
manufacturing, which is a secondary activity. Explain the
reason for this observation. (2 × 2 = 4)
5. The contribution of transport to the GDP increased
from 1995 to 2002. Give a possible reason for this. (1 × 2 = 2)
[12]
Answers to activity 4.5
1. Gross domestic product. 33(2)
2. Manufacturing 33(2)
3. Primary 33(2)
4. Mining and agriculture produce raw materials which are sold for
less money than processed goods sold by manufacturing
industries. 33(2)
5. Increased government spending on infrastructure
development 33/ Increased use of public transport generating
more revenue for the state. More purchases and use of private
vehicles. 33(2)
[12]
Example of a pie chart
Carefully study the pie chart or pie graph below (Figure 4.5.1B) illustrating
the contribution of different provinces to the national GDP.
Eastern Cape 8.1%
Free State 5.5%
Western Cape 14.4%
North West 6.3%
Northern Cape 2.2% Gauteng 33.3%
Mpumalanga 6.8%
Limpopo 6.7%
KwaZulu-Natal 16.7%
Figure 4.5.1: Contribution of different provinces to the national GDP
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA 95
4 Chapter
Follow the steps to read
the graph
1. The heading – the graph shows GDP (factor 1) in relation to
different provinces (factor 2).
2. The sectors (pieces or slices) of the pie graph show factor 1 – the
contribution of each province to the GDP.
3. Units of measurement – the sectors of the pie graph show factor 1
(GDP) in percentage.
4. The relationship between the different factors – because a pie
chart compares parts of a whole, you need to note the different
sizes of the sectors. This tells you how much each province
contributes to the total GDP.
5. Look for anything that is unusual – for example, which is the
largest piece of the pie (Gauteng) and which is the smallest piece
of the pie (Northern Cape).
6. Now read the questions in activity 4.6.
Activity 4.6
The following questions refer to Figure 4.5.1B on page 95.
1. Rank the top three provinces in terms of their contribution
to the GDP from largest to smallest contribution. (1 × 2 = 2)
2. Give two reasons why the province ranked first in your
answer in question 1 holds that position. (2 × 2 = 4)
3. The following questions refer to the province which
contributes the least to the national GDP.
a) Name the province which contributes the least to the
national GDP. (1 × 2 = 2)
b) Name the ocean current that flows alongside this
province. (1 × 2 = 2)
c) What impact does this ocean current have on the
rainfall in this province? (1 × 2 = 2)
d) Explain how your answer in question c) affects the
province’s contribution to the GDP. (2 × 2 = 4)
[16]
© Department of Basic Education 2014
96 CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA Mind the Gap CAPS Grade 12 Geography
Chapter 4
Answers to activity 4.6
1. Gauteng, KwaZulu-Natal, Western Cape 33(2)
2. Gauteng has the most industries 33/many tertiary activities 33/
a large population which creates large market 33/many
companies have main branches or headquarters there 33.
(any 2) (4)
3. a) Northern Cape 33(2)
b) Benguela 33(2)
c) Decreases rainfall 33(2)
d) Less rainfall lowers productivity on farms so less produce to
sell 33/Less rainfall causes poor water supply which limits
industrial development. 33(4)
[16]
4.5.2 Understanding tables
In this section we look at how to read and understand the information in a
table. Follow these steps when you read a table:
Steps to read a table
Step 1: Look at the heading for the table to see what is shown
Step 2: Look at the labels in the different columns
Step 3: Look at the relationship between what is compared
Step 4: Now read the questions
Carefully study Table 4.4 below and then follow the steps to read the table.
South Africa's mineral production and relative ranking in the world
SA’s percentage of
Mineral World position
world production
Asbestos 6 4
Chromium 76 1
Coal 11 4
Diamonds 24 2
Iron 7 5
Manganese 78 1
Platinum group 79 1
Table 4.4
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA 97
4 Chapter
Steps
1. The heading – the table shows which minerals (factor 1)
South Africa produces, how much we produce (factor 2), and
where we are ranked in the world of production (factor 3).
2. The first column lists factor 1 (minerals), the second column
shows factor 2 (percentage of world production), and the
third column shows factor 3 (the country’s ranking in world
production).
3. What mineral do we produce most of (Platinum) and where are
we ranked in the world for manganese (first)? For how many
minerals do we rank in first or second place? (three – chromium,
manganese and platinum group)
4. Now read the questions in activity 4.7.
Activity 4.7
The following questions refer to Table 4.4 on page 97.
1. What economic activity does the extraction of minerals
fall into? (1 × 2 = 2)
2. a) South Africa is a major mineral producer in the world.
State three factors that favour mining in South Africa. (3 × 2 = 6)
b) State the two reasons why mining is important to
South Africa. (2 × 2 = 4)
3. What major mineral mined in South Africa is not listed in
table 4.4? (1 × 2 = 2)
4. The price for platinum increased dramatically, but has now
decreased again. What problem does this price fluctuation
cause for the platinum mines? (2 × 2 = 4)
[18]
© Department of Basic Education 2014
98 CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA Mind the Gap CAPS Grade 12 Geography
Chapter 4
Answers to activity 4.7
1. Primary33(2)
2. a) The country has many different minerals 33/It has lots of
local unskilled labour 33/It has access to many foreign
skilled miners 33/Many countries invested money in our
mines 33/The country has a well-developed infrastructure
(roads and railway lines, water and electricity). 33 (any 3) (6)
b) Mines provide employment to many South Africans 33/
Mines supply raw materials to factories 33/When mines
start up, new towns and transport networks develop 33/
Other economic activities, such as farming and trade,
increase to meet the needs of the new mining towns 33/
Harbours grow bigger 33/Export of mining products
increases the profits of the mines. (any 2) (4)
3. Gold33(2)
4. It will cause productivity to increase and decrease. 33
As productivity decreases, costs increase and profits fall. 33
It will cause the mine’s profits to increase and decrease. 33
As profits decrease, mine workers may lose their jobs. 33
(any 2 facts; or any other logical answer) (4)
[18]
Keep going!
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 4 ECONOMIC GEOGRAPHY OF SOUTH AFRICA 99
5 Chapter
Mapwork
Remember your 5.1 Introduction
calculator, protractor,
30 cm ruler and Mapwork is a practical section of Geography where you are required to
a pencil. apply all the different skills, techniques and the theory that you have
learnt. It consists of the following sections:
• Mapwork calculations
• Reading, interpretation and analysis of theory
• Geographical Information Systems (GIS)
Maps tell you a story about a place. Look at all the information given on
the map to interpret it:
• What is the name on the top of the map?
• Look at the latitude and longitude. Get an idea where the map is. For
example, 20°S would indicate it is in Limpopo.
• Look at all the information provided (magnetic declination
information, scale of the map, contour interval, map projection used)
in the ‘margins’ of the map.
• Look at the bottom of the map, for the diagram showing the map
sheet reference. It may show additional information such as oceans
or borders.
• Notice where roads or railways go off the map. The town they lead to
may give you clues.
• Make use of the key/reference list to identify features. Remember,
the first word in the reference list refers to the first picture and not
both pictures.
PAY SPECIAL ATTENTION
NB Look for the NB
following aspects on the map:
• Is this a high or low rainfall area? Is the rainfall seasonal?
• What kinds of rivers are visible and how many are there?
• Identify the urban and rural areas.
• Identify the different land uses in the mapped area, for example,
A topographic
HINT!
agricultural/industrial/built-up areas.
hint map is a way to
show mountains,
• What factors may have affected the location of various land uses?
For example, industry alongside a perennial river.
valleys and aspects of a
• Identify the type of farming – is it commercial or subsistence?
landscape by means of
• Look at the relief – is it flat or hilly, are the slopes steep or gentle?
e.g.
contour lines andEG -
intervals.
An orthophoto map is a
worked examples
Look at the contour lines to determine this.
corrected aerial photograph. Look at the information given in the orthophoto:
Human-made and other • Is the orthophoto labelled? If not, check the numbers or letters in the
features that are not clear are question, for example: ‘Identify land use labelled G on orthophoto’ –
exams G will only be on one of the photos.
labelled on the orthophoto.
• Is a rectangle drawn around the area covered by the orthophoto? If
not, orientate the photo to the map.
• Read the instructions carefully as you may need to use both the map
and the photograph to answer a question.
• Make use of all the information on the orthophoto, for example, road
names, heights, etc.
activity
ACTIVITIES boy
and girl-left and
right of page © Department of Basic Education 2014
100 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
activity
Chapter 5
5.2 Some basic mapwork
concepts
1. Direction is expressed using the points on a compass – North, South,
Use the following mnemonic
East and West, and the points between them. These are known as
to remember the order of the
the 16 cardinal points.
compass points:
N – Never North
E – Eat East
S – Silk South
W – Worms West
Figure 5.2.1: The 16 cardinal points of a compass
2. The three main lines of latitude that run across the surface of
the Earth are the equator, the Tropic of Cancer and the Tropic of
Capricorn. The equator is the longest line of latitude (where the
Earth is widest in an East–West direction). It is located at 0 degrees
latitude. The equator divides the planet into the northern and
southern hemispheres. The Tropic of Cancer is located at 23 13 ° north
of the equator. The Tropic of Capricorn lies at 23 13 ° south of the
equator. The Tropic of Capricorn runs through northern South Africa.
TROPIC OF CANCER
EQUATOR
TROPIC OF CAPRICORN
Figure 5.2.2: The three main lines of latitude
3. Reading a map is as easy as reading a book but, instead of using the
alphabet, you have to know the conventional signs used in maps.
These help you to see the landscape (relief, drainage, vegetation
and huhuman-made features). Conventional signs are used to show
particular features. They may be letters of the alphabet or symbols.
Many symbols look like the features they represent.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 101
5 Chapter
The following table lists some of the symbols you may find on a map:
Symbol What it looks like
Weir Represented as a black line across a river, like a dam wall. It is a barrier or mini dam wall
which slows down the flow of water.
Furrow and canal Represented as a solid blue line and labelled as furrow or canal. It is used to transport
water from source (dam/river) to where it is needed.
Aerodrome A small airport
Slimes dam Represented as a solid black line forming a geometric shape, often rectangular. It stores
liquid waste from the mining process.
Mine dump Represented as solid lines radiating out from a central point. It is a small mountain-like
feature, often yellowish in colour. It consists of solid waste from the mining process.
Rifle range/ These are enclosed by a solid black line. This is a place where people practise shooting.
shooting range
Table 5.1: Symbols found on maps
Colours are often used to make symbols clearer. There are six colour groups:
Colour What it is used for
Brown Land or earth features: Contours, eroded areas, prominent rocky outcrops, sandy areas
and dunes, secondary roads
Blue Water features: Aqueducts, canals, furrows, coastlines, dams, lakes, marshes, swamps
and vleis, pans, rivers, water-towers. National freeways are also shown in dark blue
Green Vegetation features: Cultivated fields, golf courses, nature and game reserve boundaries,
state forest boundaries, orchards and vineyards, recreation grounds, woodland/plantations
Black Construction features: Roads, tracks, railways, buildings, bridges, cemeteries,
communication towers, dam walls, excavations and mine dumps, telephone lines, power
lines, wind pumps, wrecks, ruins, trigonometrical station, boundaries
Grey Construction features: Built-up areas
Red Construction features: National, arterial and main roads, lighthouses and marine lights.
Pink also shows international boundaries
Table 5.2: Colours used on maps
4. Contour lines on a map show the area’s relief (the difference in
elevation) or altitude (height in metres of the land above sea level).
The closer together the contour lines are, the steeper the slope is.
The lines are labelled so that you read up the slope.
780
740
0
70 0
680 70 0
0 66
64
Figure 5.2.3: Countour lines of a steep slope Figure 5.2.4: Contour lines of gentle slope
© Department of Basic Education 2014
102 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Chapter 5
5.3 Mapwork calculations
5.3.1 Introduction to mapwork
calculations
In this section you will learn how to do various mapwork
PAY SPECIALcalculations on a
ATTENTION Learn the
topographic map and an orthophoto.NB These calculations will be explained NB conversions given in
by means of examples. Table 5.3 below.
When doing calculations, you will be required to give an answer in
kilometres or metres. Always take note of whether the calculation is to be
done from a topographic map or an orthophoto, HINT!
as this will change your
hint
scale. The orthophoto scale is larger and provides more detail. Use the
conversion table below (Table 5.3).
TOPOGRAPHIC MAP e.g.ORTHOPHOTO MAP
EG - worked examples
1 cm : 50 000 cm 1 cm: 10 000 cm
1 cm = 500 m 1 cm: 100 m
1 cm = 0,5 km exams
1 cm: 0,1 km
If the answer must be in kilometres If the answer must be in metres
Scale
(km) (m)
Topographic map activity
Multiply by 0,5 on a topographic map Multiply by 500 on a topographic map
1:50 000 ACTIVITIES boy
and girl-left and
Orthophoto map right of page
Multiply by 0,1 on an orthophoto Multiply by 100 on an orthophoto
1:10 000
activity
Table 5.3: Converting a given scale to kilometres or metres
Topographic map extract
Step by step comment comment A 1 : 10 000
scale is 5 times
larger than a
1 : 50 000 scale.
Orthophoto map extract
Calculations in mapwork need a good understanding of difference in
height and straight line distance to calculate distance, gradient and area.
Look at the example and revise these calculations.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 103
5 Chapter
Example
On a 1:50 000 map
• 1 200
1 260
•
Always take note Difference in height (vertical)
of the unit in which the Simply subtract the smaller height from the greater height.
answer must be given, For example, to calculate the difference in height between spot height
for example km
or m. 1 260 and spot height 1 200:
1 260 − 1 200 = 60 m
Straight line distance (horizontal)
Measure the distance on the map in centimetres and multiply by the scale.
For example, to calculate the distance between spot height 1 200 and
spot height 1 260 in kilometres:
Map distance = 2,4 cm
Scale: 1 cm represents 0,5 km
2,4 × 0,5 = 1,2 km
5.3.2 Mapwork calculations:
distance, area and gradient
In the exam you may be asked to do distance, area and gradient calculations
on a topographic map or an orthophoto. The following are examples of
these calculations for both topographic maps and orthophotos. The
method and formulae are the same for both kinds of maps, but remember
to use the correct conversion calculation on page 103.
Distance
This is the straight line distance from one point to another or the actual
distance, e.g distance along a road, railway, hiking trail, etc.
We calculate distance to find out how far one place is from another.
Formula
Actual distance = map distance × scale
AD = MD × S
Method for calculating distance
Follow these steps:
Step 1: Measure the map distance in centimetres.
Step 2: To convert to kilometres, multiply the map distance by 0,5 if
on a topographic map, or by 0,1 if on an orthophoto to get km.
To convert to metres, multiply the map distance by 500 if on a
topographic map or by 100 if on an orthophoto.
© Department of Basic Education 2014
104 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
HINT!
hint Chapter 5
If the exam
e.g. W EG -
orked example 1 – straight line
worked examples question asks for “the
distance along a road”
distance then you would measure
the line as if you were
Calculate the distance from point A to point B. walking on it.
exams
Topographic map calculation: Orthophoto calculation:
PAY SPECIAL ATTENTION
A NB B A NB B
1: 50 000 1: 10 000
Map distance: 4,6 cm Map distance: 4,6 cm
activity
Scale: 1 cm represents 0,5 km Scale: 1 cm represents 0,1 km
HINT!
Distance: 4,6 cm × 0,5 = 2,3 km Distance:
ACTIVITIES boy 4,6 cm × 0,1 = 0,46 km
hint and girl-left and
right of page
activity
e.g. Worked example 2 – actual distance
EG - worked examples
Calculate the distance along the road from comment
Step by step
point A to point B.
comment
exams
Topographic map calculation: Orthophoto calculation:
A A
1: 50 000 1: 10 000
B B
Map distance: 3 cm Map distance: 3 cm
activity
Scale: 1 cm represents 0,5 km Scale: 1 cm represents 0,1 km
ACTIVITIES boy
Distance: 3 cm × 0,5 = 1,5 km Distance: 3 cm × 0,1 = 0,3 km
and girl-left and
right of page
activity
Activity 5.1
Calculate the following distances which are shown on a topographic map.
Step by step comment comment
• 120
r 5
1. Calculate the distance from trig. station 5 to spot height 120
in metres. (3)
2. Calculate the distance along the powerline in kilometres. (3)
[6]
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 105
5 Chapter
Answers to activity 5.1
1. Distance = 4,4 cm3 × 5003 = 2 200 m3(3)
2. Distance = 6,8 cm 3× 0,53 = 3,4 km3 (3)
[6]
Activity 5.2
Calculate the following distances which are shown on an orthophoto.
■
P
1. Calculate the distance from the post office to the dipping tank in
metres.(3)
2. Calculate the distance along the track in kilometres. (3)
[6]
Answers to activity 5.2
1. Distance = 6,6 cm3 × 1003 = 660 m3(3)
2. Distance = 5,4 cm3 × 0,13 =0,54 km3(3)
[6]
Area
Area is the amount of surface a two-dimensional shape covers. (A two-
dimensional shape has length and breadth.)
We calculate area to find out how much land is covered (e.g. by a maize
field) or how much space we have to build on.
Formula for area
Area = Length × Breadth
A=L×B
Method for calculating area
Follow these steps:
Step 1: Measure the length in cm and convert to km or m.
Step 2: Measure the breadth in cm and convert to km or m.
Step 3: Apply the formula A = L × B.
Step 4: Write the answer in kilometres squared (km²) or metres
squared (m²).
© Department of Basic Education 2014
106 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
HINT!
hint Chapter 5
e.g. Worked example EG - worked examples
Always write
the formula A = L × B.
Topographic map calculation: Orthophoto calculation:
exams It’s an easy mark.
Length Length
4,4 cm 4,4 cm
3,6 cm Breadth 3,6 cm Breadth
activity
ACTIVITIES boy
1: 50 000 and girl-left and 1: 10 000
right of page
Answer in km² Answer in km2
activity
A=L×B A=L×B
L: 4,4 cm × 0,5 = 2,2 km L: 4,4 cm × 0,1 = 0,44 km
B: 3,6 cm × 0,5 = 1,8 km B: 3,6 cm × 0,1 = 0,36 km
Step by step comment comment
A: 2,2 × 1,8 = 3,96 km² A: 0,44 × 0,36 = 0,1584 km²
Answer in m² Answer in m2
A=L×B A=L×B
L: 4,4 cm × 500 = 2 200 m L: 4,4 cm × 100 = 440 m
B: 3,6 cm × 500 = 1 800 m B: 3,6 cm × 100 = 360 m
A: 2 200 × 1 800 = 39 600 m² A: 440 × 360 = 158 400 m²
Activity 5.3
1. The block below is shown on a topographic map. Calculate the area
of the block in metres squared. (5)
2. The block below is shown on a topographic map. Calculate the area
of the block in kilometres squared. (5)
[10]
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 107
5 Chapter
Answers to activity 5.3
1. A = L × B3
L: 3,7 cm × 500 = 1 850 m3
B: 1,1 cm × 500 = 550 m3
A: 1 850 × 550 = 1 017 500 m²33(5)
2. A = L × B3
L: 4,4 cm × 0,5 = 2,2 km3
B: 2,3 cm × 0,5 = 1,15 km3
A: 2,2 × 1,15 = 2,53 km²33(5)
[10]
Activity 5.4
1. The block below is shown on an orthophoto. Calculate the area of the
block in metres squared. (5)
2. The block below is shown on an orthophoto. Calculate the area of the
block in kilometres squared. (5)
[10]
Answers to activity 5.4
1. A = L × B3
L: 4,4 cm × 100 = 440 m3
B: 1,1 cm × 100 = 110 m3
A: 440 × 110 = 48 400 m²33(5)
2. A = L × B3
L: 1,1 cm × 0,1 = 0,11 km3
B: 1,1 cm × 0,1 = 0,11 km3
A: 0,11 × 0,11 = 0,0121 km²33(5)
[10]
© Department of Basic Education 2014
108 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Chapter 5
Gradient
Gradient is the relationship between height and distance. The gradient Always write
tells us how steep a straight line is. H
the formula G = in
We calculate gradient to find out how steep or gentle a slope is. D
your answer.
This will give you
Formula for gradient a mark.
Height (vertical)
Gradient = Distance (horizontal)
OR
H
G= D
Method for calculating gradient
Follow these steps:
Step 1: Calculate the difference in height by subtracting the lowest
height from the highest height. The answer must be in metres.
Step 2: Measure the distance in cm.
Step 3: Convert to PAY metres by multiplying by 500 (if you are working
SPECIAL ATTENTION
NBwith a topographic map) or by 100 (ifNB you are working with an
orthophoto).
Step 4: Write the two answers as a ratio.
Step 5: Divide both sides of the ratio by the height. This is so we can get
HINT!
a ratio of 1 to a relative number, in other words, distance.
hint
Step 6: Your answer is the gradient written as a ratio.
e.g. Worked example EG - worked examples
Topographic map calculation: Orthophoto calculation:
exams the gradient between Calculate the gradient between
Calculate
·5400 and ·5000 ·5400 and ·5000
.5400
activity
ACTIVITIES boy
and girl-left and
.5000
right of page
H activity H
G= G=
D D
H: 5 400 – 5000 = 400 m 5 400 – 5 000 = 400
D: 2,2 cm × 500 = 1 100 m 11 cm × 100 1 100
400:1 100 Step by step 400: 1 100
comment comment
G: 400:400 400
= 1:2,75 = 1:2,75
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 109
5 Chapter
Note that 8 is
the number of the Activity 5.5
trig. station. The
height is written below
the triangle, i.e. it
Calculate the gradient from trig. station 8 to spot height 1120, which are
is 980. shown on a topographic map.
• 1120
8
r
980
[5]
Answer to activity 5.5
H 3
G=
D
H: 1 120 − 980 = 140 m3
D: 4,4 cm × 500 = 2 200 m3
140 : 2 200 3
G:
140 140
= 1:15,713
[5]
Activity 5.6
Calculate the gradient from trig. station 8 to spot height 213, which are
shown on an orthophoto. [5]
• 213
8
r
121
© Department of Basic Education 2014
110 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Chapter 5
Answer to activity 5.6
H 3
G=
D
H: 213 − 121 = 92 m 3
D: 4,4 cm × 100 = 440 m3
92 : 440 3
G:
92 92
= 1:4,783
[5]
5.3.3 Mapwork calculations: True
bearing, magnetic declination,
magnetic bearing, position,
map sheet reference, vertical
exaggeration
Note that true bearing, magnetic declination, magnetic bearing and
position, and map sheet reference calculations can only be done on a
topographic map. Vertical exaggeration calculations can be done on both
a topographic map and an orthophoto.
True bearing
True bearing is the angle measured clockwise from true north (0°).
We calculate true bearing, magnetic declination and magnetic bearing
to help us determine in which direction we are going or to help us find
our way.
Method for measuring the true
bearing from A to B
Follow these steps: PAY SPECIAL ATTENTION
NB
Step 1: Draw a straight line joining A and B.
Step 2: Draw a north line through A (the point of measurement). The true bearing from A to
Step 3: Place the 0 of your protractor at the top of the north line. B is 138°. (In the exam, a
HINT!
degree either way will be
Step 4: Moving in a clockwise direction from 0, read off where the line hint
accepted, i.e. the answer can
joining A and B touches the protractor. be 137° to 139°.)
e.g. EG - worked examples
exams
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 111
activity
5 Chapter
Always remember TN
to move to the right
(clockwise).
A
B
Activity 5.7
• 110
8
r
1. Calculate the true bearing from trig. station 8 to spot
height 110. (2)
2. Calculate the true bearing of trig. station 8 from spot
height 110. (2)
[4]
Answers to activity 5.7
1. 58° (57°– 59°)33(2)
2. 238° (237°– 239°) 33(2)
[4]
Magnetic declination
Magnetic declination is the angle between true north and magnetic north.
This angle is calculated when the map is drawn, but the position of magnetic
north changes, so the angle between true north and magnetic north (the
magnetic declination) will also change. You will need to calculate what the
magnetic declination is for the current year.
You will find the magnetic declination for the year the map was drawn
on the map. This information appears on a map on the left-hand side or
at the bottom of the map. You need this information to do the magnetic
declination calculation. Look at the following example:
© Department of Basic Education 2014
112 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Chapter 5
Example
Mean magnetic declination (MD) 20º 10’ west of true north (1990.01)
Mean annual change (AC) 2’ westwards (1985–1995)
TN
MN
MD
Note the following:
• TN is true north. This is found at the North Pole.
• MN is magnetic north. This is the direction in which a compass would
point.
• MD is the magnetic declination. It is the angle you are calculating.
• 1990.01 refers to the year and the month that the declination was
recorded.
• 1985–1995 refers to the years the mapmaker used to get the mean
(average) magnetic declination. You will not need these years.
• Mean annual change refers to how much the magnetic declination
changes by each year. The change is in minutes (this is shown by the
symbol ‘).
• The declination can change in a westerly (angle increases) or
easterly (angle decreases) direction.
Method for calculating magnetic
declination
Follow these steps:
Step 1: Work out the difference in years between the current year and
year given on the map. Your answer must be in years. (Use the
year that is printed straight after the words ‘true north’. You can
ignore the month that is shown.)
Step 2: Multiply the number of years with the mean annual change (this PAY SPECIAL ATTENTION
is given on the map) to get the change since the declination was NB
recorded.
Step 3: If the mean annual change is eastwards, then you have to
E
subtract the change from the magnetic declination given. If the (–)HINT!
mean annual change is westwards, then you must add it to the
given magnetic declination. hint (–)
ast means (–)
Step 4: Your answer is the magnetic declination for the current year.
minus from left to right.
Magnetic declination is always west of true north.
e.g. EG - worked examples
exams
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 113
HINT!
5 Chapter hint
e.g. Worked example 1: If the annual
EG - worked examples
change is westwards
Mean magnetic declination (MD) 20º 10’ west of true north (1990.01)
exams
Mean annual change (AC) 2’ westwards (1985–1995)
TN
MN
activity MD
ACTIVITIES boy
and girl-left and
right of page
Calculating magnetic declination for 2012
activityPAY SPECIAL ATTENTION
MD =NB20° 10’ W of TN NB
AC = 2’ W
2012 – 1990 = 22 years
22 × 2’ W = 44’ W comment
Step by step comment
MD = 20° 10’ W + 44’ W = 20° 54’ W of TN
HINT!
hint
e.g. Worked example 1: If the annual
EG - worked examples
change is eastwards
Mean magnetic declination (MD) 18º 50’ west of true north (1985.01)
exams
Mean annual change (AC) 1’ eastwards (1980–1990)
TN
MN
activity MD
ACTIVITIES boy
and girl-left and
right of page
Calculating magnetic declination for 2012
activity
MD = 18° 50’ W of TN
AC = 1’ E
2012 − 1985 = 27 years
27 × 1’ E = 27’ E comment
Step by step comment
MD = 18° 50’ W – 27’ E = 18° 23’ W of TN
© Department of Basic Education 2014
114 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
HINT!
hint Chapter 5
e.g. Worked example 3: If the magnetic
EG - worked examples
declination is given with a decimal
place instead of minutes
exams
If the MD given on the map is recorded as a decimal, for example 23°,5 W, you must
multiply the number after the comma by 6 to convert it to minutes. For example:
5 × 6 = 30’. So, the MD is now 23°30’ W. The decimal comma has been removed and
you have a MD in degrees and minutes.
Now look at the following worked example:
Mean magnetic declination (MD) 18º,3 west of true north (1985.01)
Mean annualactivity
change (AC) 1’ westwards (1980–1990)
ACTIVITIES boy
and girl-left and
TN
right of page
MN
activity
MD
Step by step comment comment
Calculating magnetic declination for 2012
PAY SPECIAL ATTENTION
MD =NB18°,3 W of TN = 18° 18’ W of TN NB
AC = 1’ W
2012 – 1985 = 27 years
27 × 1’ W = 27’ W
HINT!
MD = 18° 18’ W + 27’ W = 18° 45’ W of TN
hint
e.g. Worked example 4: If the magnetic
EG - worked examples Remember that
1° = 60’ (1 degree =
declination answer has the minutes 60 minutes)
greater than 59’
exams
Once you have done your calculation, if the magnetic declination for the current year has
minutes greater than 59’ you need to convert the minutes to degrees.
For example: MD = 23° 76’
76’ – 60’ leaves 16’. The 60 minutes you subtracted equal 1 degree, which you add to
the 23° to get 24° 16’.
activity
Now look at the following worked example:
Mean magnetic declination (MD) 31º 33’ west of true north (1990.08)
ACTIVITIES boy
Mean annual change (AC) 2’ westwardsand girl-left
(1987–1993) and
right of page
activity
Step by step comment comment
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 115
5 Chapter
TN
MN
MD
Calculating magnetic declination for the current year
MD = 31° 33’ W of TN
AC = 2’ W PAY SPECIAL ATTENTION
NB1990 = 22 years
2012 – NB
22 × 2’ W = 44’ W
MD = 31° 33’ W + 44’ W
= 31° 77’ W of TN
HINT!
= 32° 17’ W of TN
hint
e.g. Worked example 5: When the
EG - worked examples
change is eastwards and the
NB
PAY SPECIAL ATTENTION
change is greater than the minutes
NB
exams in the MD
If the mean annual change has minutes greater than the minutes in the magnetic
• Always
HINT!add
declination, you need to borrow a degree in the magnetic declination and convert it into
minutes. Look at the following example:
hint degrees to
degrees and MD = 20° 10’ W – 44’ E
minutes to minutes.
Never add degrees to
activity
Before you can subtract the mean annual change of 44’ E from the given magnetic
declination, you need to borrow 1° from 20° and convert it to minutes. This leaves you
e.g.minutes. with 19°. Now take the 1° and convert itACTIVITIES boy
EG - worked examples to 60’ (remember
and girl-left and
that 1° = 60’). Now add the
• Always subtract degrees 60’ to the 10’. This gives you 70’. Now right
you ofcan
page continue with the calculation:
from degrees and minutes 19° 70’ – 44’ E = 19° 26’ W
from minutes. Never activity
Now look at the following worked example:
exams
subtract minutes from
Mean magnetic declination (MD) 25º 32’ west of true north (1986.04)
degrees!
Mean annual change (AC) 2’ eastwards (1983–1992)
Step by step comment comment
TN
activity MN
ACTIVITIES boy
and girl-left and
right of page
MD
activity
Step by step comment comment
© Department of Basic Education 2014
116 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Chapter 5
Calculating magnetic declination for 2012
MD = 25° 32’ W of TN
AC = 2’ E
2012 – 1986 = 26 years
26 × 2’ E = 52’ E
MD = 25° 32’ W – 52’ E
= 24° 92’ – 52’
= 24° 40’ W of TN
Magnetic bearing
Magnetic bearing is the angle measured clockwise from magnetic north.
Here the magnetic north line is taken as 0º whereas in true bearing, true
north is taken as 0°.
TN True bearing
MN
Magnetic bearing
A
B
Formula for magnetic bearing
Magnetic bearing = true bearing + magnetic declination
MB = TB + MD
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 117
5 Chapter
Method for calculating magnetic
bearing
To get the true bearing and the magnetic declination we use the same
methods applied in 5.3.3A (on page 111) and 5.3.3B (on page 112).
These methods are provided again below. Follow these steps:
Step 1: Measure the true bearing from A to B (as described in 5.1.3A)
Step 1a: Draw a straight line joining A and B.
Step 1b: Draw a north line through A (the point of measurement).
Step 1c: Place the 0 of your protractor at the top of the north line.
Step 1d: Moving in a clockwise direction from 0, read off where the line
joining A and B touches the protractor.
Step 2: Calculate the magnetic declination (as described in 5.1.3B)
Step 2a: Work out the difference in years between the current year and
year given on the map. Your answer must be in years. (Use the
year that is printed straight after the words ‘true north’. You can
ignore the month that is shown.)
Step 2b: Multiply the number of years with the mean annual change (this
is given on the map) to get the change since the declination
was recorded.
Step 2c: If the mean annual change is eastwards, then you have to
subtract the change from the magnetic declination given. If the
mean annual change is westwards, then you must add it to the
given magnetic declination.
Step 2d: Your answer is the magnetic declination for the current year.
Magnetic declination is always west of true north.
Step 3: Now add the true bearing to the magnetic declination. Your
Always write answer must not have a direction (north, south, east or west)
the formula because it is an angle measured only in degrees and minutes.
MB = TB + MD
in your calculations
as this will earn you a Example
mark. MD = 18°,8 W = 17° 48’ W
Change in years = 2012 – 1988 = 24 years
Change since 1989 = 24 × 4’ = 96’ W = 1° 36’ W
MD = 17° 48’ + 1° 36’
= 18° 84’ W = 19° 24’ W
TB = between 299° and 303°
MB = TB + MD
= 301° + 19° 24’
MB = 320° 24’
© Department of Basic Education 2014
118 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
HINT!
hint Chapter 5
e.g. Worked example 1EG - worked examples
exams
activity
ACTIVITIES boy
Mean magnetic declination (MD) 20º, 2’and girl-left and
west of true north (2001.09)
right of page
Mean annual change (AC) 1’ westwards (1998–2004)
activity
TN
MN
Step by step comment comment
MD
Calculate the magnetic bearing of the post office from the dipping tank for 2012.
MB = TB + MD
TB = 272° (271°– 273°)
MD = 20°, 2 W of TN = 20°12’ W of TN
AC = 1’ W
2012 – 2001 = 11 years
11 × 1’ W = 11’ W
MD = 20° 12’ W + 11’ W = 20° 23’ W of TN
MB = 20° 23’ + 272°
= 291° 23’– 293° 23’
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 119
HINT!
5 Chapter hint
e.g. Worked example 2
EG - worked examples
exams
• 120
r8
activity 980 0
ACTIVITIES boy
Mean magnetic declination (MD) 20º 31’and girl-left and
west of true north (1998.10)
right of page
Mean annual change (AC) 4’ westwards (1995–2001)
activity
TN
MN
Step by step comment
MD
comment
Calculate the magnetic bearing from trig. beacon 8 to spot height 120 for 2012.
MB = TB + MD
TB = 57° (56°– 58°)
MD = 20°31’ W of TN
AC = 4’ W
2012 – 1998 = 14 years
14 × 4’ W = 56’ W
MD = 20° 31’ W + 56’ W
= 20° 87’ W of TN
= 21° 27’ W of TN
MB = 21° 27’ + 57°
= 77° 27’ – 79° 27’
Position/co-ordinates
Co-ordinates are a set of two numbers that indicate the exact position
of any point on Earth. Latitude is the co-ordinate that specifies the north–
south position of a point on the Earth’s surface. Longitude is the co-
ordinate that specifies the east–west position of a point on the Earth’s
surface.
Co-ordinates are useful as they tell us exactly where a place or landform is.
© Department of Basic Education 2014
120 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Chapter 5
Example of position/co-ordinates
If you wanted to locate a house and only had the co-ordinates 35°S 29°E,
Think of latitude and longitude
you would have to search an area of 6 084 km2. You would need to be
in the following way:
more specific when giving the location of a place.
L A T I T U D E
Note the following about position/co-ordinates:
O
• On a 1:50 000 map the numbers in the top left corner indicate
N
latitude and longitude. Latitude and longitude are measured in
degrees and minutes. G
I
290 31' T
(longitude)
U
D
350 12'
(latitude) E
• Each line drawn on a map is 1’ of latitude or longitude (‘ is the sign
for a minute).
• Each fifth minute on a map is labelled. This helps you to count
accurately.
• Latitude minutes increase as you move south (down the map).
• Longitude minutes increase as you move east (to your right along
the map).
• The correct format for writing position is as follows:
_____° ____,___’ S
_____° ____,___’ E
Method for finding the position of an
object
You can calculate the position of spot height 501 using the diagram in
Figure 5.3.1.
Learn
the format
for writing position.
Note that you always
write latitude N or
501 S first.
•
Figure 5.3.1
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 121
5 Chapter
Use the following steps
Step 1: Write the format for position like this (leaving the blanks for you
to fill your answer in later).
_____° ____,___' S
_____° ____,___' E
Step 2: Work out the degrees for latitude and longitude for the map.
They are written in the top left-hand corner of the map. Write
the degrees down on your format.
24° ____,___' S
31° ____,___' E
Step 3: Work out the minutes for latitude and longitude. The spot
height is in the 10' block for latitude (not the 11' block for
latitude) and the 28' block for longitude (not the 29' block for
longitude). Write the minutes down in the blank spaces of your
position format.
24° 10',___' S
31° 28',___' E
Step 4: Measure the distance between 10' and 11' and divide it by
2. Then make a mark on the line between 10' and 11' where
3 cm is.
310 28' 310 29'
240 10'
501
240 11'
Step 5: Measure the distance between 28' and 29' and divide it by 2.
Make a mark on the line between 28' and 29' where 4,7 cm is.
Step 6: The space between 10' and 11' is divided into 10 decimal
AL ATTENTION
places, in other words, 10,1'; 10,2'; 10,3'; 10,4'; 10,5'; 10,6';
NB 10,7'; 10,8' and 10,9'.
As the spot height is in the bottom half of the block, we are only
After 10,9’ it becomes 11’, so concerned with the 10,5’ to 10,9’ part of the block.
you can never have 10,10’. Once you have divided the block in half, divide the half you are
After 28,9’ it becomes 29’, so interested in equally with 4 lines. This can be done freehand (without
you can never have 28,10’ a ruler), but judge carefully so that the spaces are equal.
d examples
© Department of Basic Education 2014
122 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Chapter 5
Step 7: The space between 28' and 29' is divided into 10 decimal
places, in other words, 28,1'; 28,2'; 28,3'; 28,4'; 28,5'; 28,6';
28,7'; 28,8' and 28,9'.
As the spot height is in the right-hand half of the block, we are only
concerned with the 28,5' to 28,9' part of the block.
Once you have divided the block in half, divide the half you are
interested in equally with 4 lines. This can be done freehand (without
a ruler), but judge carefully so that the spaces are equal.
Steps 6 and 7 are shown below:
310 28' 28,5' 310 29'
240 10'
PAY SPECIAL ATTENTION
NB
10,5'
Make sure
HINT!your
hint ruler is straight
by lining up the
markings on the ruler with
501 any of the lines on the map.
240 11' e.g. EG - worked examples
Step 8: Line up your ruler with the spot height and the line for latitude
(on the left of the map). Make a mark. Read off the decimal
place for latitude and write it down on your position format. exams
24° 10,8' S or 24° 10,9' S (both answers are acceptable)
Step 9:Line up your ruler with the spot height and the line for longitude PAY SPECIAL ATTENTION
(at the top of the map). Make a mark. Read off the decimal NB
place for longitude and write it down on your format.
31° 28,8' E In the exam, position is often
31 28'
0
28,5' 31 29'
0 activity
asked in the multiple-choice
HINT!
section of the paper. Be
hint
ACTIVITIES boy
240 10' careful, as an answer may and girl-left and
right of page
look correct – but longitude
is writtenactivity
first! You should
know this is wrong because
e.g.
latitude is always written
EG - worked examples
first!
10,5' Example
The position of spot height
exams Step by step comment
501 in Figure 5.1 is…
A. 31° 28,8’ S; 24°10,8’ E
B. 31° 28,8’ E; 24° 10,8’ S
C. 24° 10,8’ S; 31° 28,8’ E
501 D. 24°11,8’ S ; 31° 29,8’ E
240 11' (The correct answer is C.)
activity
ACTIVITI
and girl-
right of p
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
activity
CHAPTER 5 MAPWORK 123
5 Chapter
Remember,
latitude (N or S) Your answer is now complete:
is always written
first. 24° 10,8' S or 24° 10,9' S (both answers would be accepted)
31° 28,8' E
Map sheet references/map code
The map sheet reference is the title of the map and refers to the area that
the map covers. The sheet reference links one South African map to all the
maps of South Africa.
An example of a map sheet reference is 3318CD. The digits (numbers) and
letters have specific meaning:
The numbers in the map sheet reference refer to the intersection of the
lines of latitude and longitude (3318CD). The first two numbers refer to
latitude (33) and the last two numbers refer to longitude (18). The letters
CD refer to the blocks.
The area within these lines of latitude and longitude is divided into four
squares, labelled A, B, C and D (big blocks).
Each of the big blocks is then subdivided into four smaller squares, also
labelled A, B, C and D (small blocks).
PAY SPECIAL ATTENTION
NB NB In the exam, you may be asked two types of questions based on
the map sheet reference:
• Typical question 1: What is the map sheet reference of the map? (You will find the
answer at the top of the map in front of the name of the place shown on the map.)
HINT!
• Typical question 2: Name the map sheet reference in any direction from the given
hint map sheet reference. (This is explained in Examples 1 and 2 below.)
Example 1
e.g. EG - worked examples
For the map title 3318CD Cape Town:
Remember,
exams
you will always be given
a South African topographical
map, so your latitude will
always be South and your
longitude will always
be East.
activity
ACTIVITIES boy
and girl-left and
right of page
activity
Give the map sheet reference to the east of 3318CD.
• The block to the east of 3318CD (light shading) is block C (darker
Step by step comment
comment shading).
© Department of Basic Education 2014
124 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Chapter 5
• This block is still within the 33° latitude and 18° longitude area, so
the numbers (3318) stay the same.
• But it is now in big block D, so the letters change to DC.
• The map sheet to the east of 3318CD is 3318DC.
Practise this type of question by trying the following:
1. Give the map sheet reference for the map to the north of 3318CD.
2. Give the map sheet reference for the map to the north-east of
3318CD.
3. Give the map sheet reference for the map to the north-west of
3318CD.
Answers:
1. 3318CB
2. 3318DA
3. 3318CA PAY SPECIAL ATTENTION
NB
Example 2
For the map title 3318CD Cape Town.
Always HINT!
look for
hint a grid showing
the map sheet
reference at the bottom of
a map sheet. It may also
e.g.
provide you with EG -
information
worked examples
to help you answer other
questions.
exams
activity
ACTIVITIES boy
and girl-left and
right of page
activity
Give the map sheet reference to the south of 3318CD.
• The block to the south of 3318CD (light shading) is the block B
(darker shading).
Step by step comment
• This block is out of the 33° latitude area and in the 34° latitude
area. However, the block is still within the 18° longitude area. The
latitude changes but the longitude stays the same (3418).
• It is now in big block A, so the letters change to AB.
• The map sheet to the south of 3318CD is 3418AB.
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 125
5 Chapter
Practise this type of question by trying the following:
1. Give the map sheet reference for the map to the south-east of
3318CD.
2. Give the map sheet reference for the map to the south-west of
3318CD.
Answers:
1. 3418BA
2. 3418AA
PAY SPECIAL ATTENTION
NB NB
When answering this type of question, take note of the following:
• If you are asked for the grid reference north and you go north (up) out of the big
block, the latitude must decrease by 1°.
HINT!
• If you are asked for the grid reference south and you go south (down) out of the big
hint
block, the latitude must increase by 1°.
• If you are asked for the grid reference east and you go east (right) out of the big
block, the longitude must increase by 1°.
e.g.
• If you
EG - worked examples
are asked for the grid reference west and you go west (left) out of the big
block, the longitude must decrease by 1°.
exams
Vertical exaggeration
In mapwork, we draw a cross section (view from the side) of an area or
landform to better understand what the area or landform looks like.
A cross section is when we ‘cut’ through a landform, to see what it looks
like from the side. Figure 5.3.2 below shows a cross section through a tap.
activity
ACTIVITIES boy
and girl-left and
right of page
activity
Study
Figure 5.3.2
to understand what
is meant by the term Step by step comment comment
cross section.
Figure 5.3.2: A cross section through a tap
To draw a cross section of a landform, we need to look at the contour lines.
These are the brown lines we see all over a topographic map. Contour lines
show the height of the area. Along one contour line, the height is the same.
© Department of Basic Education 2014
126 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Chapter 5
Figure 5.3.3 below is a contour map of a landform. If we had to draw a
cross section from A to B on Figure 5.3.3 we would first imagine we were
walking from A to B:
• Looking at the heights on the contours we see we are walking uphill;
• Then we go downhill a little bit;
• Then uphill again; and
• Then downhill to B.
Figure 5.3.3: A contour map of a landform
A cross section is drawn on a graph. We use the vertical axis to show the
height and horizontal axis to show the distance.
If the vertical and horizontal scales are the same, it is not easy to see the
differences in slope.
Figure 5.3.4 below shows the cross section from A to B (in Figure 5.3.3).
Because the vertical and horizontal scales are the same (1:10 000), we do
not really get a good idea of the differences in slope.
Figure 5.3.4: Cross section from A to B (vertical and horizontal scales the same)
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 127
5 Chapter
Remember the
horizontal scale lies
the same way as
the horizon.
To overcome this problem, we exaggerate (make it more obvious or clear)
the profile vertically by using a different vertical scale from the horizontal
scale. This is shown in Figure 5.3.5.
Figure 5.3.5 uses a vertical scale where 1 cm represents 20 m for the
same map. It is much easier to see the changes in slope along the profile.
Figure 5.3.5: Cross-section from A to B (vertical and horizontal scales differ)
We therefore say the cross-section has been exaggerated, and we need to
calculate how many times it has been made steeper or exaggerated. This
is called the vertical exaggeration.
Formula to calculate vertical exaggeration
Vertical exaggeration = Vertical scale divided by Horizontal scale
VE = VS ÷ HS
or
VS
VE =
HS
© Department of Basic Education 2014
128 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Chapter 5
Method for calculating vertical
exaggeration
Follow these steps:
Step 1: Change the vertical scale from a word scale to a number
scale. The vertical scale will be given to you in the question,
e.g. 1 cm = 40 m.
You must have the same units on both sides of the vertical scale
in order to write it as a number scale. We need to convert 40 m
into cm. To do this you multiply the 40 m by 100 (1 m = 100 cm).
Our scale becomes 1 cm = 4 000 cm or 1 .
4 000
Step 2: The horizontal scale is already written as a number scale. On a
topographic map the scale is 1:50 000 and on an orthophoto
the scale is 1:10 000.
Step 3: Write both scales as fractions and divide the vertical scale by the
horizontal scale:
VE = 1 ÷ 1
4000 50 000
Step 4: Now ‘tip and times’ the two fractions. You do this by swopping
the top and bottom numbers of the horizontal scale fraction and
then multiplying the top of each fraction together and the bottom
of each fraction together.
VE = 1 × 50 000
4000 1
Step 5: You are PAY
nowSPECIAL
left with one fraction. Divide the top by the bottom.
ATTENTION
NB (Use your calculator to divide 50 000NB by 4 000.)
VE = 50 000
4 000
An easyHINT!
way to remember that the horizontal scale goes on top is that
hint ‘H’ comes before ‘V’ in the alphabet.
Step 6: Write the answer as follows:
VE = 12,5EG -times
e.g. worked examples
This means the cross section has been exaggerated 12,5 times
in order to see the changes in the landscape more easily.
exams
activity
ACTIVITIES boy
and girl-left and
right of page
activity
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 129
5 Chapter
Example of a topographic map calculation: Example of an orthophoto calculation:
Calculate the vertical exaggeration for a cross Calculate the vertical exaggeration for a cross
section drawn on a topographical map with a section drawn on an orthophoto with a vertical
vertical scale of 1 cm = 20 m. scale of 1 cm = 20 m.
VE = VS ÷ HS VE = VS ÷ HS
Step 1: Step 1 :
VS: 1 cm = 20 m VS: 1 cm = 20 m
1 cm = 20 × 100 cm = 2000 cm 1 cm = 20 × 100 cm = 2000 cm
VS 1:2000 VS 1:2000
VS 1 VS 1
2 000 2 000
Step 2: Step 2:
HS 1:50 000 HS 1:10 000
HS 1 HS 1
50 000 10 000
Step 3: Step 3:
VE = 1 ÷ 1 VE = 1 ÷ 1
2 000 50 000 2 000 10 000
Step 4: Step 4:
VE = 1 × 50 000 VE = 1 × 10 000
2 000 1 2 000
PAY SPECIAL ATTENTION 1
NB NB
Step 5: Step 5:
VE = 50 000 VE = 10 000
2 000 2 000
Step 6: HINT! Step 6:
Answer:
VE = 25 times
hint Answer:
VE = 5 times
Always write the
formula VE = VS ÷ HS
as this will earn you
e.g. Worked example 1
EG - worked examples
a mark.
Calculate the vertical exaggeration for a cross section drawn on a topographical map
with a vertical scale of 1 cm = 50 m.
exams
Answer
VE = VS ÷ HS
VS: 1 cm = 50 m
1 cm = 50 × 100 cm = 5000 cm
VS 1:5 000
VS 5 000 activity
1
HS 1:50 000 ACTIVITIES boy
and girl-left and
1
HS 50 000 right of page
VE = 1 ÷ 1
activity
5 000 50 000
VE = 1 × 50 000
5 000 1
50 000
VE =
5 000
VE = 10 times Step by step comment comment
© Department of Basic Education 2014
130 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
HINT!
hint Chapter 5
e.g. Worked example 2EG - worked examples
Calculate the vertical exaggeration for a cross section drawn on an orthophoto map with
a vertical scale of 1 cm = 25 m.
exams
Answer
VE = VS ÷ HS
VS: 1 cm = 25 m
1 cm = 25 × 100 cm = 2 500 cm
VS 1:2 500
VS 2 500 activity
1
HS 1:10 000 ACTIVITIES boy
and girl-left and
1
HS 10 000 right of page
VE = 1 activity
÷ 1
2 500 10 000
VE = 1 × 10 000
2 500 1
10 000
VE = 2 500
VE = 4 times Step by step comment comment
Intervisibility
Intervisibility is used to determine whether one place is visible from another
place, in other words, whether you can see one place from another place.
Imagine a person at each of the points. Can they see each other? If they can, we say that there is intervisibility between the
two points. If they cannot see each other, we say that there is no intervisibility between the two points.
Method to determine intervisibility
To work out whether two places are intervisible, follow
these steps: PAY SPECIAL ATTENTION
NB
Step 1: Draw a line joining the points between the two places.
Step 2: Look to see if the line you have drawn cuts through any part of the In the exam, you may be
cross section. If it does cut through, then there is no intervisibility given a cross section and
HINT!
between the two points. If it does not cut through, then there is asked to determine if two
intervisibility between the two points. hint
places are intervisible.
e.g. EG - worked examples
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 131
5 Chapter
Example 1
In Figure 5.3.6 below, is point Q intervisible from point P?
Vertical scale
1 cm = 20 m
Horizontal scale 1:10 000
Figure 5.3.6: Determining intervisibility between points P and Q
The answer is that there is no intervisibility between P and Q, as the
line cuts through the cross-section (goes through the mountain). This
means you cannot see point Q from point P, and you cannot see point P
from point Q.
Example 2
In Figure 5.3.7 below, is point X intervisible from point Q?
Vertical scale
1 cm = 20 m
Horizontal scale 1:10 000
Figure 5.3.7: Determining intervisibility between points X and Q
The answer is there is intervisibility between X and Q, as the line does not
cut through the cross-section. This means you can see point X from point
Q, and you can see point Q from point X.
Check how
well you can do Activity 5.8
mapwork calculations
by completing Refer to the topographical map and orthophoto of Nelspruit at the back of
activity 5.8.
this study guide to answer the following questions:
1. Calculate the area covered by block B3 on the Nelspruit
topographical map in kilometres squared. (5)
2. Calculate the magnetic bearing for 2012 from trig. beacon
101 (C3) to spot height 676 (C4) on the topographical map.
Show all steps followed (calculations). Marks will be allocated
for calculations. (10)
3. Calculate the gradient between trig. beacon 101 in block C3
and spot height 676 in block C4. (5)
[20]
© Department of Basic Education 2014
132 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Chapter 5
Answers to activity 5.8
1. Area = length × breadth3
= (3,7 cm × 0,5) km3 × (3,3 cm × 0,5) km3
= 1,85 km × 1,65 km3
= 3,05 km23(5)
2. Magnetic declination: 15°02' west of true north
Annual change: 03' E3
Number of years: 2012 – 1986 = 26 years3
26 × 3' = 78' E3 = 1° 18' E3
Magnetic declination: =15°02' W – 1°18' E3
= 14° 62' W – 1° 18' E3
= 13°44' W3
Magnetic bearing = True bearing + Magnetic declination3
= 102° + 13° 44' W3
= 115° 44'3(10)
3. Gradient = Height = H 3
Distance D
H = 754,4 – 676 = 78,4 m3
D = 5,6 cm × 500 = 2 800 m3
G = 78,4 : 2 800 3
78,4 78,4
G = 1:35,73(5)
[20]
5.4 Application of theory to
a topographic map and an
orthophoto
In this section we look at how the theory that you have learnt in previous
chapters can be applied to a topographic map or an orthophoto.
5.4.1 Climatology PAY SPECIAL ATTENTION
NB NB
In the exam, you may be asked questions such as:
1. Which slopes are the warmest?
Determine
HINT!
PAY whichATTENTION
SPECIAL slope faces north. North-facing slopes are the warmest.
NB
hint NB
2. Which slopes are the coldest?
e.g. Determine which slope faces south. South-facing slopes are the coldest.
EG - worked examples
HINT!
hint
exams
e.g. EG - worked examples
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 133
PAY SPECIAL ATTENTION
5 Chapter NB NB
3. Why are there more houses and plantations on a slope in a valley?
Determine
HINT!which slope faces north. North-facing slopes are the warmest
hint and people choose
PAY SPECIAL to live there. Plants also grow better there.
ATTENTION
NB NB
4. Where will the thermal belt occur?
e.g. EG - worked examples
Determine
HINT!where the valley is and where halfway up the valley would be.
hint
NB
This is PAY
where you will
SPECIAL find the thermal belt (temperature inversion).
ATTENTION
NB
exams
5. Where will frost occur?
e.g. Determine where the bottom of the valley is. Frost pockets occur at the
EG - worked examples
HINT!
hint bottom PAY
of aSPECIAL
valley.ATTENTION
NB NB
exams
Questions 6, 7
activity
6. Does the area experience high rainfall?
and 8 also test some
geomorphology e.g. EG - worked examples ACTIVITIES boy
and girl-left and
right of page
knowledge. Determine
HINT!the amount of cultivated land, the number of perennial rivers
hint activity
(flow all year round) and the total number of rivers in an area (drainage
density). High-rainfall areas have lots of cultivated land, many perennial
exams
rivers indicate high
PAYdrainage density.
NB activity
SPECIAL ATTENTION
NB
7. e.g. EG - worked examples ACTIVITIES boy
Does the area experience low rainfall? and girl-left and
comment
rightcomment
of page
Step by step
activity
Determine
HINT!the amount of cultivated land, the number of perennial rivers
hint
exams activity
(flow all year round) and non-perennial rivers (only flow in the rainy season),
and the total number of rivers in an area (drainage density). Low-rainfall
areas have very little cultivated land;ACTIVITIES boy
few, if any,
and girl-left and
perennial rivers and many non-
perennial rivers; Step
and few
PAY by
SPECIAL
rivers, indicating
step ATTENTION
low
right of page
comment
drainage density.
comment
NB
e.g. EG - worked examples NB
activity
8. Does the area experience seasonal rainfall?
activity
exams Determine ACTIVITIES boy
HINT!the number of non-perennial streams, dams, furrows and
and girl-left and
hint whether the
Step cultivated land
by step is ofnext
right comment
pageto a river.
comment Seasonal rainfall areas have
mostly non-perennial rivers, many dams, furrows and the cultivated land is
activity
next to the perennial rivers.
e.g. EG - worked examples
activity
Step by step comment comment
ACTIVITIES boy
and girl-left and
exams right of page
activity
activity
Step by step comment comment
ACTIVITIES boy
and girl-left and © Department of Basic Education 2014
right of page
134 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Chapter 5
5.4.2 Geomorphology PAY SPECIAL ATTENTION
NBexam, you may be asked questions such
In the NBas:
1. In which direction does the river flow?
Determine
HINT!the height of the river at each point where it starts and ends
hint on the map. A river flows downhill, so it flows from the highest point to the
lowest point.
Look at the tributaries that join the main river. The direction in which tributaries join
PAY SPECIAL ATTENTION
the main river follows the same direction in which the river is flowing.
NB NB
e.g. EG - worked examples
2. Identify the drainage pattern of the river.
exams Determine
HINT!the pattern of the river system. Is it a dendritic, radial or trellis
hint pattern? Refer to Figure 2.2.3 C to E on page 31 showing drainage patterns
in Chapter
PAY 2: Geomorphology.
SPECIAL ATTENTION
NB NB
3. Determine the underlying rock structure of an area.
e.g. EG - worked examples
activity
Determine
HINT!the drainage pattern in the area. The causes of a drainage
hint pattern tell you the kind of rock in the area. For example, if there is
ACTIVITIES boy
exams a dendritic drainage then and thegirl-left
underlying
right of page
and rocks are either horizontal
sedimentary rock, igneous or metamorphic rock. Refer to Figure 2.2.3 C to E showing
drainage patternsPAY
in SPECIAL
Chapter 2: Geomorphology.
NB activity
ATTENTION
NB
e.g. EG - worked examples
4. In which stage (course) is the river?
activity
exams Determine
HINT!
Step the
by stepsteepness of the sides of the
comment valley and the steepness of
comment
hint the river course. A very steep
This is where the upper and
valley is V-shaped and has a steep gradient.
ACTIVITIES boy
course of aand
girl-left river is found. In contrast, if you find a
right of page
wide floodplain (flat area alongside a river), meanders, marshes or vleis, and oxbow
activity
lakes, this is where the lower course of a river is found.
e.g. EG - worked examples
activity
ACTIVITIES boy
exams Step by step
and girl-left and
comment
right of page
comment
activity
activity
Step by step comment comment
ACTIVITIES boy
and girl-left and
right of page
activity
Step by step comment comment
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 135
5 Chapter
5.5 Geographical information
systems – GIS
GIS is an organised collection of computers, computer programmes,
If you know geographic data and people. This definition gives you the components that
and understand this make up GIS: People who know how to use computers (hardware) and
definition of geographic programmes (software) to provide information (from geographic data) are
information systems (GIS), then
you will be able to answer the
able to solve a problem or answer a specific question.
relevant questions in the mapwork
section of the final exam.
Use mobile notes to
help you learn these
Key concepts
key concepts.
Concept Definition
Components Hardware (computers), software (computer programmes), data
of GIS (information), people, procedures (how to solve a problem or
answer a question), network (where to get the information from).
Spatial data Spatial data refers to the position of an object, in other words,
its co-ordinates.
For example, the spatial data for a tree could be: 29°30,3' S;
19°10,8' E
Attribute Attribute data is information that describes or gives the
data characteristics of an object.
For example, the attribute data for a tree could be: It is an
acacia tree, which is 5 m tall.
Vector data Spatial data stored in the form of co-ordinates, shown as point,
line or polygon features.
a) Point Point features on a map include spot height, buildings and trig.
features stations.
b) Line Line features on a map include rivers, roads and walls.
features
c) Polygon Polygon features on a map include cultivated land, built-up
features areas and dams.
PAY SPECIAL ATTENTION
NB NB
In a mapwork exam, you may be asked to identify a point, line or
polygon feature on a map. Look at the conventional signs shown in
the block (referred to in the question).
HINT!
• Point features are indicated by a circle (e.g. spot height), triangle (e.g. trig. station),
square (e.g. building, post office), rectangle (e.g. factory) or a single object (wind
hint pump, dipping tank).
• Line features are indicated by a straight line (e.g. farm boundary, wall) or a curved
line (e.g. rivers, roads and railways).
e.g. EG - worked examples
• A polygon feature is any sign that takes up more space than a single feature, for
example, a dam, cultivated land, built-up area or golf course.
exams
© Department of Basic Education 2014
136 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Chapter 5
Buffering To demarcate (mark off) an area around an object. The marked-off area is the buffer zone.
Buffer zones often protect people from living in a dangerous area.
For example, along a river people should live above the 50-year flood line. The 50-year flood
line is the height below which the river floods. The area below the 50-year flood line is the
buffer zone for this area. If you live in the buffer zone your home is likely to be affected when
the river floods. If you take notice of the buffer zone and live above the 50-year flood line,
your home is likely to be safe when the river floods.
Figure 5.5.1 below shows how point, line and polygon features have buffer zones placed
around them.
Buffering a Buffering a
linestring point
Buffering a
multipoint
Buffering a polygon
with one interior ring
Figure 5.5.1: Buffer zones
Raster data Spatial data stored in the form of pixels. Pixels are similar to the blocks found on a
topographic map (e.g. block A3). The size of the pixel (block) will determine in how much
detail an area will be shown. Smaller pixels show more detail. Larger pixels show less detail.
Remote sensing Taking a picture of something from far away, for example from a satellite.
Spatial resolution How clear and easy the detail is to see.
Data or thematic When different kinds of information are placed
layering one on top of the other to see the overall picture.
For example, on the Nelspruit map, the layers of
data needed to draw block D1 are:
• Vegetation Customers
• Contour lines
• Roads
• Power lines
Buildings
• Built-up areas
• Water
Figure 5.5.2 illustrates the idea of data layering.
Streets
Reality
Figure 5.5.2: Data layering
Data sharing Data sharing is the practice of making data used for scholarly research available to other
investigators.
Data It is the process of achieving agreement on common data definitions, representation and
standardisation structures to which all data layers must conform.
Data security This means protecting a database from destructive forces and the unwanted actions of
unauthorised users. This may be done by encryption, firewall or password.
Data querying This is a process used to retrieve or get data from the data base.
Statistical The collection of methods used to process large amounts of data and report overall trends.
analysis
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography CHAPTER 5 MAPWORK 137
5 Chapter
Activity 5.9
Now that
you have studied the
concepts that relate Refer to the topographic map 2530BD Nelspruit and the orthophoto map
to GIS, you can do the extract at the back of this study guide to answer the following questions.
following activity. 1. Underline the correct term that matches the description below:
a) Data that refers to the actual position of an object is
vector/raster data. (1 × 2 = 2)
b) Data that is stored in pixels is vector/raster data. (1 × 2 = 2)
2. Refer to block B1 on the 2530BD Nelspruit topographic
map. Give an example from this block of the following:
a) Point feature (1 × 2 = 2)
b) Line feature (1 × 2 = 2)
c) Polygon feature (1 × 2 = 2)
3. List any four layers that were used to draw this
topographic map. (4 × 2 = 8)
[18]
Answers to activity 5.9
1. a) Data that refers to the actual position of an object is vector3/
raster data. (2)
b) Data that is stored in pixels is vector/raster3 data. (2)
2. a) Point feature: spot height3/farmstead3/tree3 (any 1) (2)
b) Line feature: contour3/power line3/track or hiking trail3/
road3/dam wall3/river (perennial or non- perennial)3/
furrow3 (any 1) (2)
c) Polygon feature: woodland3/cultivated land3/orchards3/
excavations3 (any 1) (2)
3. The following layers were used to draw the topographic map:
• Woodland – all the farming land and woodland areas33
• Height – the brown contour lines33
• Water – all the rivers and the perennial water and furrows33
• Transport – roads and track/hiking trail33(8)
[18]
You are
there, well
done!
© Department of Basic Education 2014
138 CHAPTER 5 MAPWORK Mind the Gap CAPS Grade 12 Geography
Appendix
Appendix:
Exemplar exam
paper
The 2014 Geography exams have a new format in line with CAPS. The
Department of Basic Education has offered an example of Geography
Paper 1 and Paper 2 with marking memoranda.
Use these exam papers, marking memoranda and maps to help you
prepare for your exams:
1. Answer the questions in each of the four exams (one Geography
Theory and three Geography Mapwork exams). Make sure you have
enough of a break between each one so that you are not too tired to
think properly.
2. Treat each one as a ‘real’ exam by making sure you have all the
materials you need (pens, pencils, eraser, protractor, compass and
calculator). Time yourself so you complete Geography Paper 1 within
3 hours; and each of the Geography Paper 2 exams within 1 ½ hours.
3. This exercise is meant to test your knowledge – so don’t cheat
yourself by looking up the answers provided in the marking
memoranda before you’ve finished each exam.
4. Use the memoranda to check whether or not your answers are
correct. Note where you have got answers wrong – these are the
sections of the curriculum that you need to do more work on. Go
back to your textbooks and to the relevant sections of this study
guide. Spend time learning the sections for which you got the lowest
marks.
5. Remember: success at Mapwork depends on practise, practise,
practise, and then more practise! That is why you have been provided
with three Mapwork exams (Paper 2). Complete each one of them over
and over again, until you get most of the questions rights. That way you
will fly in your year-end exams!
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography APPENDIX 1 139
Geography/P1 2 DBE/2014
NSC – Grade 12 Exemplar
Appendix
INSTRUCTIONS AND INFORMATION
1. This question paper consists of four questions.
2. Answer ANY THREE questions of 75 marks each.
140 APPENDIX 1
3. All diagrams are included in the ANNEXURE.
4. Number the answers correctly according to the numbering system used in this
question paper. Number all your answers in the CENTRE of the line.
5. Leave a line between subsections of questions answered.
6. Start EACH question on a NEW page.
7. Do NOT write in the margins of the ANSWER BOOK.
8. Illustrate your answers with labelled diagrams, where possible.
9. Write neatly and legibly.
© Department of Basic Education 2014 Copyright reserved Please turn over
Mind the Gap CAPS Grade 12 Geography
Geography/P1 3 DBE/2014 Geography/P1 4 DBE/2014
NSC – Grade 12 Exemplar NSC – Grade 12 Exemplar
SECTION A: CLIMATE, WEATHER AND GEOMORPHOLOGY 1.3 Study the information and satellite image on tropical cyclone Haruna in
FIGURE 1.3 and answer the questions that follow.
Answer at least ONE question from this section. If you answer ONE question from
1.3.1 Name the centre of the tropical cyclone labelled A on the satellite
SECTION A, you MUST answer TWO questions from SECTION B. image. (1 x 1) (1)
QUESTION 1 1.3.2 State the direction in which the clouds are turning/rotating around
the centre of the tropical cyclone. (1 x 1) (1)
1.1 Answer the following questions based on the weather station model below:
1.3.3 What was the lifespan (time of existence) of tropical cyclone
Haruna? (1 x 1) (1)
© Department of Basic Education 2014
24
1.3.4 How many tropical cyclones, including Haruna, have Mozambique
• already experienced for the season? (1 x 2) (2)
21
Mind the Gap CAPS Grade 12 Geography
1.3.5 Give ONE reason why tropical cyclone Haruna weakened when it
moved over Madagascar. (1 x 2) (2)
1.1.1 Write down the air temperature at the weather station.
1.3.6 Evaluate why the impact of a tropical cyclone is more severe in a
1.1.2 From which direction is the wind blowing? country like Mozambique than in developed countries. (4 x 2) (8)
1.1.3 What is the wind speed in knots? 1.4 Study FIGURE 1.4 which shows the microclimate of a city.
1.1.4 Does the cloud cover indicate OVERCAST or CLEAR skies? 1.4.1 Which areas in the city experience the highest and lowest
temperatures respectively? (2 x 1) (2)
1.1.5 Name the precipitation shown on the weather station model.
1.4.2 Define the term urban heat island. (1 x 1) (1)
1.1.6 Write down the dew point temperature at the weather station. 1.4.3 State ONE difference between an urban heat island and a pollution
dome. (1 x 2) (2)
1.1.7 Is the probability of rain HIGH or LOW at this weather station?
(7 x 1) (7) 1.4.4 Give ONE reason why a pollution dome forms. (1 x 2) (2)
1.2 Study the drainage patterns in FIGURE 1.2. Indicate to which drainage 1.4.5 Discuss TWO factors, evident in FIGURE 1.4, that cause cities to
pattern each of the following descriptions refers. Write only the answer next to record higher temperatures than the surrounding rural area. (2 x 2) (4)
the question number (1.2.1–1.2.8) in the ANSWER BOOK. You may use the
same answer more than once. 1.4.6 If you were an urban planner, describe how you would sustainably
decrease the impact of urban heat islands. (2 x 2) (4)
1.2.1 Resembles the branches of a tree
1.5 FIGURE 1.5 is a sketch of a river system.
1.2.2 Forms on rocks that have many joints and faults
1.5.1 Name the high ridge labelled A. (1 x 1) (1)
1.2.3 The main stream has many 90º angles along its course
1.5.2 What purpose does the high ridge (A) serve? (1 x 2) (2)
1.2.4 This pattern forms on rocks that have a uniform resistance to
1.5.3 Explain TWO natural factors that could influence the stream flow of
erosion the river system. (2 x 2) (4)
1.2.5 Streams flow away from a central point 1.5.4 Explain the formation of the delta at B in FIGURE 1.5. (2 x 2) (4)
1.2.6 The tributaries join the main stream at acute (small) angles 1.5.5 State TWO advantages of farming in area C. (2 x 2) (4)
1.2.7 Only forms on massive igneous rocks
Copyright reserved Please turn over
1.2.8 The tributaries join the main stream at a 90º angle (8 x 1) (8)
Copyright reserved Please turn over
APPENDIX 1 141
Appendix
Geography/P1 5 DBE/2014 Geography/P1 6 DBE/2014
NSC – Grade 12 Exemplar NSC – Grade 12 Exemplar
Appendix
1.6 Read the case study on the Umgeni River in FIGURE 1.6. 2.3 Study the synoptic weather map in FIGURE 2.3 and answer the questions
that follow.
1.6.1 Name the human activity that is polluting the Umgeni River. (1 x 1) (1)
2.3.1 Identify the THREE pressure systems labelled A, B and C
1.6.2 What evidence suggests that the Umgeni River is dirty? (1 x 2) (2) respectively. (3 x 1) (3)
142 APPENDIX 1
1.6.3 State the negative impact of the dirty water on the quality of life of 2.3.2 Explain why high-pressure cell A limits rainfall over the interior of
people living in the area. (2 x 2) (4) the country during winter months. (2 x 2) (4)
1.6.4 Suggest strategies that could be put in place to reduce the 2.3.3 What evidence on the synoptic weather map suggests that high-
negative impact of humans on the Umgeni River. (4 x 2) (8) pressure cell B is ridging? (1 x 2) (2)
[75]
2.3.4 Evaluate the negative impact of the cyclone labelled C on the
QUESTION 2 economy of South Africa. (4 x 2) (8)
2.1 Refer to FIGURE 2.1 showing two pressure cells in the Southern Hemisphere. 2.4 FIGURE 2.4 is based on valley climates.
Indicate whether the descriptions below refer to pressure cell A or B. Write
only the answer next to the question number (2.1.1–2.1.8) in the ANSWER 2.4.1 Name the wind labelled A. (1 x 1) (1)
BOOK. You may use the same answer more than once.
2.4.2 Explain why wind A occurs at night. (2 x 2) (4)
2.1.1 An example of a high-pressure cell
2.4.3 A temperature inversion has formed at B. With reference to
2.1.2 Air converges into the pressure cell FIGURE 2.4, assess the impact that this is likely to have on the
health of people living in the valley. (2 x 2) (4)
2.1.3 This pressure cell dominates the land in winter over South Africa
2.4.4 Give TWO reasons why area C is not suitable for the planting of all
2.1.4 Air diverges from this cell
types of crops. (2 x 2) (4)
2.1.5 Associated with clear skies and stable weather
2.5 FIGURE 2.5 illustrates two drainage basins.
2.1.6 Also known as a cyclone
2.5.1 Define the term drainage basin. (1 x 1) (1)
2.1.7 Associated with warm, rising air
2.5.2 Define the term drainage density. (1 x 1) (1)
2.1.8 Associated with the Tropical Pressure Belt (8 x 1) (8)
2.5.3 Which drainage basin, X or Y, has a greater drainage density?
2.2 Refer to FIGURE 2.2 showing fluvial landforms and answer the questions that (1 x 2) (2)
follow.
2.5.4 Give ONE reason for your answer to QUESTION 2.5.3. (1 x 2) (2)
2.2.1 Name the outer bank of the river labelled A. (1 x 1) (1)
2.5.5 Discuss TWO factors that could result in a drainage basin having a
2.2.2 Does the inner bank (B) of a river experience more EROSION or high drainage density. (2 x 2) (4)
more DEPOSITION? (1 x 1) (1)
2.5.6 Explain the impact of urban development at points A, B and C on
2.2.3 Name the fluvial feature labelled C. (1 x 1) (1) the drainage density of drainage basin X. (2 x 2) (4)
2.2.4 What is feature D called after it dries up? (1 x 1) (1)
2.2.5 Name the stream channel pattern labelled E. (1 x 1) (1)
2.2.6 Is feature E formed by EROSION or DEPOSITION? (1 x 1) (1)
2.2.7 Is feature C generally found in the UPPER or LOWER course of a Copyright reserved Please turn over
river? (1 x 1) (1)
Copyright reserved Please turn over
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
Geography/P1 7 DBE/2014 Geography/P1 8 DBE/2014
NSC – Grade 12 Exemplar NSC – Grade 12 Exemplar
SECTION B: RURAL AND URBAN SETTLEMENTS AND ECONOMIC GEOGRAPHY
2.6 FIGURE 2.6 illustrates river capture. OF SOUTH AFRICA
2.6.1 Is river S or river T the captor stream? (1 x 1) (1) Answer at least ONE question from this section. If you answer ONE question from
SECTION B, you MUST answer TWO questions from SECTION A.
2.6.2 Name the features of river capture that developed at points A, B
QUESTION 3
and C. (3 x 1) (3)
3.1 Refer to settlements A to E in FIGURE 3.1. Indicate to which settlement each
2.6.3 Give TWO possible reasons why the tributary of river T eroded of the following descriptions refers. Write only the letter (A–E) next to the
through the watershed. (2 x 2) (4) question number (3.1.1–3.1.7) in the ANSWER BOOK. You may use the
© Department of Basic Education 2014
same answer more than once.
2.6.4 Write a short paragraph in which you explain the impact of river
capture on the sustainability of the river as an ecosystem. (4 x 2) (8) 3.1.1 Settlements located close to a source of water because water is
[75] scarce
Mind the Gap CAPS Grade 12 Geography
3.1.2 Farmsteads that are dispersed/isolated
3.1.3 Farmsteads that follow a linear shape
3.1.4 Farmsteads that have a roughly circular shape
3.1.5 An isolated settlement most likely associated with subsistence
farming
3.1.6 Associated with large commercial farms that are profit driven
3.1.7 Farmsteads associated with intensive commercial farming (7 x 1) (7)
3.2 Choose a term from COLUMN B that matches the description in COLUMN A.
Write only the letter (A–I) next to the question number (3.2.1–3.2.8) in the
ANSWER BOOK. You may use each answer only ONCE.
COLUMN A COLUMN B
3.2.1 Goods sold within South Africa's borders A trade
3.2.2 The extraction of raw materials from B secondary sector
nature
C gross domestic
3.2.3 Linked to innovation, research and
product
development
3.2.4 Exchange of goods and services D infrastructure
3.2.5 Goods sold outside South Africa's E primary sector
borders
F export market
3.2.6 Value of goods and services produced
locally G tertiary activities
3.2.7 Refers to services such as roads and H home market
communication networks
3.2.8 Provision of services I quaternary sector
(8 x 1) (8)
Copyright reserved Please turn over
Copyright reserved Please turn over
APPENDIX 1 143
Appendix
Geography/P1 9 DBE/2014 Geography/P1 10 DBE/2014
NSC – Grade 12 Exemplar NSC – Grade 12 Exemplar
Appendix
3.6 Read the extract on the Maputo Development Corridor in FIGURE 3.6 and
3.3 FIGURE 3.3 shows a simple urban land-use model. answer the questions that follow.
144 APPENDIX 1 3.3.1 Which urban land-use model does FIGURE 3.3 show? (1 x 1) (1) 3.6.1 What does the abbreviation SDI stand for? (1 x 1) (1)
3.3.2 Identify the land-use zone at A. (1 x 1) (1) 3.6.2 Name ONE development project associated with the Maputo
Development Corridor. (1 x 1) (1)
3.3.3 Discuss TWO factors that would have influenced the location of
land-use zone A. (2 x 2) (4) 3.6.3 How does the Maputo Development Corridor contribute to the
economy of South Africa? (1 x 2) (2)
3.3.4 Describe the location of the rural-urban fringe. (1 x 2) (2)
3.6.4 The establishment of the Maputo Development Corridor will
address the problem of industrial centralisation in Gauteng. Explain
3.3.5 Although the inner city area is dilapidated (buildings are in a poor this statement. (2 x 2) (4)
state), it still has very high property values. Explain why the
dilapidation does not impact on property values. (4 x 2) (8) 3.6.5 Outline the economic advantages for communities living along the
Maputo Development Corridor. (4 x 2) (8)
3.4 Refer to the case study in FIGURE 3.4, based on urbanisation in South Africa. [75]
3.4.1 Define the term urbanisation. (1 x 1) (1) QUESTION 4
3.4.2 What proportion of South Africans lived in urban areas in 2011? 4.1 Refer to the settlement hierarchy in FIGURE 4.1 that shows the classification
(1 x 1) (1) of different types of settlements. Choose the correct answer from those given
in brackets in the statements below. Write only the answer next to the
3.4.3 Give TWO possible reasons for the high growth rate in urbanisation question number (4.1.1–4.1.8) in the ANSWER BOOK.
in South Africa as mentioned in the case study. (2 x 2) (4)
4.1.1 The isolated farmhouse is (a single/multiple) building(s).
3.4.4 What is the term used to describe the decreasing number of people
4.1.2 The number of settlements (increases/decreases) as you move up
left in rural areas? (1 x 2) (2)
the settlement hierarchy from the isolated farmstead to the
conurbation.
3.4.5 Briefly discuss the negative aspects of urbanisation for cities in
South Africa. (3 x 2) (6) 4.1.3 The size of the population (increases/decreases) as you move
down the settlement hierarchy from a conurbation to an isolated
3.5 Refer to FIGURE 3.5 showing the contribution of economic activities to the farmstead.
GDP.
4.1.4 A large city can also be called a (megalopolis/metropolis).
3.5.1 Which economic activity contributed the highest percentage to the
GDP? (1 x 1) (1) 4.1.5 The settlement hierarchy in FIGURE 4.1 is a South African
example of a settlement hierarchy as the (largest/smallest) of all
3.5.2 What was the percentage contribution of the activity mentioned in settlements is not included.
QUESTION 3.5.1 to the GDP? (1 x 1) (1)
4.1.6 The only example of a conurbation in South Africa is found in the
3.5.3 Discuss any TWO natural factors that limit agricultural development (PWV/Durban-Pinetown) Industrial Region.
in South Africa. (2 x 2) (4)
4.1.7 The relationship between the size of the population and the
number of settlements is (directly/indirectly) proportional.
3.5.4 Discuss the importance of agriculture for economic development in
South Africa. (2 x 2) (4)
4.1.8 The (hamlet/small town) is an example of a rural settlement. (8 x 1) (8)
3.5.5 Incorrect farming methods have a negative impact on food security
in South Africa. Explain this statement. (2 x 2) (4)
Copyright reserved Please turn over
Copyright reserved Please turn over
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
Geography/P1 11 DBE/2014 Geography/P1 12 DBE/2014
NSC – Grade 12 Exemplar NSC – Grade 12 Exemplar
4.2 Various options are given as possible answers to the following questions. 4.2.7 The provision of electricity is a … activity.
Choose the answer and write only the letter (A–D) next to the question
A primary
number (4.2.1–4.2.7) in the ANSWER BOOK.
B secondary
C tertiary
4.2.1 Which ONE of the following economic activities is associated with D quaternary (7 x 1) (7)
the tertiary sector?
4.3 Refer to FIGURE 4.3 which shows an informal settlement.
A Mining
B Forestry 4.3.1 Informal settlements are known by different names throughout the
© Department of Basic Education 2014
C Retail world. Give an example of ONE such a name. (1 x 1) (1)
D Agriculture
4.3.2 State the trend in the development of informal settlements. (1 x 1) (1)
4.2.2 Industries that are service-orientated are known as … industries.
4.3.3 Give ONE reason for the trend mentioned in QUESTION 4.3.2.
Mind the Gap CAPS Grade 12 Geography
A market-orientated (1 x 2) (2)
B raw materials orientated
C footloose 4.3.4 Excluding the trend stated in QUESTION 4.3.2, discuss any TWO
D bridge problems associated with informal settlements. (2 x 2) (4)
4.3.5 Most of the municipalities in South Africa have not had much
4.2.3 The clustering of economic activities that are similar and rely on
success in stopping the development of informal settlements.
each other is referred to as … Advise the municipalities on how this problem can be solved
sustainably. (4 x 2) (8)
A agglomeration.
B centralisation. 4.4 Read the article on a social justice issue in FIGURE 4.4.
C decentralisation.
D nationalisation. 4.4.1 Explain what is meant by the term social justice. (1 x 1) (1)
4.2.4 Designated areas that do not have traditional trade barriers are 4.4.2 Name the social justice issue that the story captures. (1 x 1) (1)
called …
4.4.3 Why is the word 'new' emphasised in the article? (1 x 2) (2)
A industrial development zones.
B free-trade zones. 4.4.4 Name the law that secures the rights of people who live under
C spatial development initiatives. insecure conditions on land owned by others. (1 x 2) (2)
D special economic zones.
4.4.5 Excluding the social justice issue mentioned in QUESTION 4.4.2,
discuss TWO other social justice issues experienced in rural areas.
4.2.5 The sector of the economy that is not regulated and registered for
(2 x 2) (4)
taxes is the ... sector.
4.4.6 Discuss any TWO problems that the government experiences with
A formal land reform. (2 x 2) (4)
B tertiary
C informal
D primary
4.2.6 Intensive farming for local and export markets is called … farming.
A small-scale
B commercial
C subsistence
D livestock Copyright reserved Please turn over
Copyright reserved Please turn over
APPENDIX 1 145
Appendix
Geography/P1 13 DBE/2014
NSC – Grade 12 Exemplar
Appendix
4.5 Refer to FIGURE 4.5 on informal trade.
4.5.1 When is trade considered to be informal? (1 x 1) (1)
146 APPENDIX 1
4.5.2 Give ONE point of evidence from FIGURE 4.5 that it represents
informal trade. (1 x 1) (1)
4.5.3 State TWO negative conditions that informal traders have to cope
with on a daily basis. (2 x 2) (4)
4.5.4 With reference to FIGURE 4.5, describe how local authorities can
improve the working space of informal traders. (2 x 2) (4)
4.5.5 Name ONE negative implication of the informal sector for the South
African economy. (1 x 2) (2)
4.5.6 Despite the negative implication named in QUESTION 4.5.5, the
South African government and local authorities tolerate the
presence of informal traders. Explain why this is the case. (2 x 2) (4)
4.6 Refer to FIGURE 4.6, a map showing the Gauteng (PWV) Industrial Region.
4.6.1 Refer to insert A and select the letter (B, C, D or G) that represents
the Gauteng (PWV) Industrial Region. (1 x 1) (1)
4.6.2 Name the main primary activity that stimulated the growth of
Gauteng (PWV) as the major industrial region in South Africa.
(1 x 1) (1)
4.6.3 Discuss THREE problems that developed as a result of an over-
concentration of industries in the Gauteng (PWV) Industrial Region.
(2 x 2) (4)
4.6.4 Despite the problems associated with industrial development in the
Gauteng (PWV) Industrial Region, industrial development in this
region is important for economic development in South Africa as a
whole. Discuss this statement. (4 x 2) (8)
[75]
TOTAL: 225
Copyright reserved
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
Geography/P1 2 DBE/2014
NSC – Grade 12 Exemplar – Annexure
FIGURE 1.2: DRAINAGE PATTERNS
© Department of Basic Education 2014
Dendritic Radial Rectangular
[Source: www.tulane.edu]
Mind the Gap CAPS Grade 12 Geography
FIGURE 1.3: TROPICAL CYCLONE
TROPICAL CYCLONE HARUNA
Tropical cyclone Haruna developed in the Mozambique Channel on 18 February 2013.
It reached a peak wind speed of 150 km per hour. It weakened significantly when it
reached land, where a previous system had already flooded the land. When Haruna
arrived, 7 402 houses were destroyed, rice and maize crops were damaged, 26 people
were killed, 127 injured and there was an outbreak of diseases after the tropical
cyclone dissipated. It dissipated on 24 February 2013.
A
[Source: South African Weather Service]
Copyright reserved Please turn over
APPENDIX 1 147
Appendix
Geography/P1 3 DBE/2014 Geography/P1 4 DBE/2014
NSC – Grade 12 Exemplar – Annexure NSC – Grade 12 Exemplar – Annexure
Appendix
FIGURE 1.4: URBAN MICROCLIMATE FIGURE 1.6: RIVER MANAGEMENT
UMGENI RIVER 'ONE OF DIRTIEST' IN SA
7 June 2013
148 APPENDIX 1
By Tony Carnie
Durban – The Umgeni River is one of the dirtiest rivers in the country, with recent
studies showing proof of cholera, shigella, salmonella and other harmful viruses and
bacteria at every sampling point between the Inanda Dam and Blue Lagoon in
Durban.
The release of the study comes after the city's health unit has raised the alarm over a
suspected outbreak of diarrhoea in Durban after two children died and more than
150 people were hospitalised in the past three months.
Though they do not pinpoint the exact pollution sources, the researchers suggest that
the most likely sources of the viruses and bacteria in the Umgeni are inadequate
municipal sewage treatment and run-off from informal houses close to the river.
Rural-urban Industries CBD Rural-urban
fringe fringe 'No wastewater treatment is provided and raw sewage enters the rivers and streams
directly. Because of a lack of infrastructure in some settlements, the residents are
[Source: www.healthyurbanhabitat.com.au] often forced to inhabit river banks … People living in these areas often utilise the
contaminated surface water for crop irrigation, recreation and domestic and personal
use such as for washing, drinking water and cooking without prior treatment.'
FIGURE 1.5: RIVER SYSTEM
The 230 km Umgeni River had been chosen for the study because it is the primary
source of water for more than 3,5 million people in an area which generates almost
source 65 per cent of the provincial gross domestic product.
mouth [Source: Mercury]
distributaries
C
B
FIGURE 2.1: PRESSURE CELLS
A
high ridges
streams
[Source: www.stevekluge.com]
[Source: www.northwestpassage.blogspot.com]
Copyright reserved Please turn over
Copyright reserved Please turn over
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
Geography/P1 5 DBE/2014
NSC – Grade 12 Exemplar – Annexure
FIGURE 2.2: FLUVIAL LANDFORMS
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
[Source: www.easymapwork.blogspot.com]
FIGURE 2.3: SYNOPTIC WEATHER MAP
[Source: South African Weather Service]
Copyright reserved Please turn over
APPENDIX 1 149
Appendix
Geography/P1 7 DBE/2014 Geography/P1 8 DBE/2014
NSC – Grade 12 Exemplar – Annexure NSC – Grade 12 Exemplar – Annexure
Appendix
FIGURE 2.6: RIVER CAPTURE FIGURE 3.3: URBAN LAND-USE ZONES
150 APPENDIX 1 S rural-urban fringe
T
A suburbs
B
C
Hard rock inner city
Soft rock
A
[Source: www.wikipedia.org]
FIGURE 3.1: RURAL SETTLEMENTS
[Source: GCSE Geography Examination]
flood plain
FIGURE 3.4: URBANISATION
SOUTH AFRICA GOES WITH THE URBANISATION FLOW
river
Two-thirds of people in South Africa now live in urban areas as a result of growing
urbanisation over the last few decades. The proportion of people living in urban areas
increased from 52% in 1990 to 62% in 2011. The share of those living in rural areas
dropped from 48% to 38% over the same period.
City – 4 km South Africa's long-term urbanisation trend is partly the result of freer movement of
people after apartheid. Higher economic growth in urban areas has also drawn people
water source farmstead to cities in search of employment, including immigrants from outside the country.
road farm boundary
[Source: www.sairr.org.za/media/media-releases/Urbanisation%2520-%252022_Jan_2013.pdf]
Copyright reserved Please turn over
Copyright reserved Please turn over
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
Geography/P1 9 DBE/2014 Geography/P1 10 DBE/2014
NSC – Grade 12 Exemplar – Annexure NSC – Grade 12 Exemplar – Annexure
FIGURE 3.5: CONTRIBUTION OF ECONOMIC ACTIVITIES TO THE GDP FIGURE 4.1: SETTLEMENT HIERARCHY
CONTRIBUTION TO GDP Huge Fewest
Conurbation
1 2,1% 63,9 Large city
2 8,7% 260 City
KEY:
Town
1. Agriculture
© Department of Basic Education 2014
3 2,6% 78 Size of Number of
2. Mining and quarrying population settlements
Small town
3. Electricity, gas and water
4 12% 357 4. Manufacturing
5. Finance Village
5 19% 565 6. Construction
Mind the Gap CAPS Grade 12 Geography
7. Internet Hamlet
6 4% 120
Isolated farmstead
Tiny Most
7 2% 59
0 100 200 300 400 500 600
[Source: www.internetmatters.co.za/images/contrib.png] FIGURE 4.3: INFORMAL SETTLEMENTS
FIGURE 3.6: THE MAPUTO DEVELOPMENT CORRIDOR
THE MAPUTO DEVELOPMENT CORRIDOR SDI
The Maputo Development Corridor runs from Witbank in Mpumalanga, through
Nelspruit, to the capital of Mozambique, Maputo. The transport route offers the shortest
link from Gauteng, the industrial heart of South Africa, to an export harbour. One
hundred and thirty investment opportunities have been identified for infrastructure
provision and for agriculture, mining, energy, chemicals and manufacturing.
In 2005, an estimated 934 million people
The main infrastructure projects are the N4 Maputo Corridor toll road, costing lived in informal settlements in developing
R1,5 billion, the upgrading of the railway line from Ressano Garcia to Maputo, the countries. This number is projected to
upgrading of the Maputo port (including the dredging of the harbour to make it deeper) increase to 1,5 billion by 2020, and to
and the upgrading of telecommunication. 2 billion by 2031.
[Source: Human settlements programme: UN]
Copyright reserved Please turn over
Copyright reserved Please turn over
APPENDIX 1 151
Appendix
Geography/P1 11 DBE/2014 Geography/P1 12 DBE/2014
NSC – Grade 12 Exemplar – Annexure NSC – Grade 12 Exemplar – Annexure
Appendix
FIGURE 4.4: SOCIAL JUSTICE ISSUES IN RURAL AREAS FIGURE 4.6: THE GAUTENG (PWV) INDUSTRIAL REGION
TELLING THE STORY ABOUT SOUTH AFRICA'S RURAL POOR Rosslyn G INSERT A
Central business district and industrial area
Proclaimed mining area
152 APPENDIX 1
by Gara LaMarche
Residential area
Main road B
Railway Centurion
This is a story about the Skhosanas, interviewed by Social Surveys Africa: C
Until 2001, they survived relatively well on the farm. They had a tap for water; they had Randburg
firewood. Then the farm was sold to a new owner who wanted the Skhosanas off the Kempton Park D
land. For two years, they fought eviction. After all, this was the 'new' South Africa, and, Randfontein
for the first time, they had rights. But the farm owner shut down their water tap and
ordered them to stop gathering wood on his land. Finally, the owner came early one Germiston
Carletonville
morning when the children were still asleep, broke down the door, and threw the
INSERT B
family's furniture and belongings onto the road. The children were afraid they would Nigel
have nowhere to sleep. Mr Skhosana was ill and could not work anymore. Water Labour
Mrs Skhosana says she will never forget the experience of 'being thrown out like Heidelberg
rubbish'. Meyerton
Vanderbijlpark Vereeniging
FIGURE 4.5: INFORMAL TRADE 0 5 10 15 20
kilometres Fuel/Power Market
STORAGE
Ma'Mlambo's
FRESH
fruit and vegetables
Informal means something relaxed, casual, flexible and without rules and regulations. If
we talk about an informal economy, then we refer to an economy which does not have
rules and regulations. A business in the informal economy, for example, doesn't pay
tax. It does not follow the laws which control bigger, formal businesses.
Copyright reserved
Copyright reserved Please turn over
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
Geography/P1 2 DBE/2014
NSC – Grade 12 Exemplar – Memorandum
SECTION A
QUESTION 1
1.1 1.1.1 24 °C (1)
1.1.2 East North-East (1)
1.1.3 10 knots (1)
1.1.4 Overcast skies (1)
1.1.5 Rain (1)
1.1.6 21° C (1)
© Department of Basic Education 2014
1.1.7 High (1) (7 x 1) (7)
1.2 1.2.1 Dendritic (1)
1.2.2 Rectangular (1)
1.2.3 Rectangular (1)
Mind the Gap CAPS Grade 12 Geography
1.2.4 Dendritic (1)
1.2.5 Radial (1)
1.2.6 Dendritic (1)
1.2.7 Radial (1)
1.2.8 Rectangular (1) (8 x 1) (8)
1.3 1.3.1 The eye (of the storm) (1) (1 x 1) (1)
1.3.2 Clockwise (1) (1 x 1) (1)
1.3.3 7 days (18 to 24 February 2013) (1) (1 x 1) (1)
1.3.4 Eight (2) (1 x 2) (2)
1.3.5 Increased friction from moving over land caused it to lose
momentum (2)
Cut off from water which is its source of energy (2)
Condensation and the release of latent heat is reduced (2)
[Any ONE] (1 x 2) (2)
1.3.6 Mozambique is a poorer (less developed) country and has fewer
resources to effectively deal with a tropical cyclone (2)
Their early warning systems are not as effective as in developed
countries (2)
Lack of media coverage to warn people, e.g. TV, radio and the
Internet (2)
Many people are not aware of dangers associated with a tropical
cyclone (2)
Mozambique's disaster management policies and techniques are
not as sophisticated as those of developed countries (2)
Mozambicans often build their houses from less weather resistant
materials (2)
Collapsing of poorly built houses cause more damage and loss of
lives (2)
Many people don't know what to do when a tropical cyclone hits (2)
Many do not evacuate or leave their villages and homes in time (2)
Copyright reserved Please turn over
APPENDIX 1 153
Appendix
Geography/P1 3 DBE/2014 Geography/P1 4 DBE/2014
NSC – Grade 12 Exemplar – Memorandum NSC – Grade 12 Exemplar – Memorandum
Appendix
People are too poor to stock up on necessities for an emergency Restrict industrial activities to daytime when less pollutants/heat
(2) will be trapped (2)
Build chimneys/stacks that release pollutants above inversion
Lack of emergency evacuation services (2)
layer (2)
Poorly developed infrastructure makes it difficult for emergency
Filters in chimneys to trap pollutants (2)
154 APPENDIX 1
services to reach people (2) Decentralisation of industries (2)
Poorly equipped health services cannot provide medication to [Any TWO. Accept other sustainable measures] (2 x 2) (4)
prevent outbreak of diseases (2)
[Any FOUR. Accept other reasonable answers] (4 x 2) (8) 1.5 1.5.1 An interfluve (1) (1 x 1) (1)
1.4 1.4.1 Highest – CBD (1) 1.5.2 Separates water between two streams in the same drainage
Lowest – Rural-urban fringe (1) (2 x 1) (2) basin (2) (1 x 2) (2)
1.4.2 An urban area with higher temperatures surrounded by lower 1.5.3 High rainfall leads to a higher stream discharge/Low rainfall leads
temperatures of the rural areas (1) to a lower stream discharge (2)
[Concept] (1 x 1) (1) Saturated soil leads to a higher stream discharge/Unsaturated soil
leads to a lower stream discharge (2)
1.4.3 As a result of convection, the urban heat island extends vertically Low permeability leads to a higher stream discharge/High
during day time dispersing pollution particles to the upper permeability leads to a lower stream discharge (2)
troposphere (2) Sparse vegetation leads to a higher stream discharge/Dense
At night time, the cooler atmosphere subside pushing pollution vegetation leads to a lower stream discharge (2)
Steep slope leads to a higher stream discharge/Gradual slope
particles downward, resulting in a concentration closer to the
leads to a lower stream discharge (2)
Earth's surface (2)
[Any TWO] (2 x 2) (4)
The heat island during the day has a greater vertical dimension
while the pollution dome at night is compressed over the city (2) 1.5.4 River flows over level ground close to coastline (2)
The heat island is well-developed during the day and the pollution River loses energy and slows down (2)
dome is well developed at night time (2) Heavier material of the bed load is dumped, causing sediments to
[CONCEPT – Any ONE] (1 x 2) (2) build up on the sea floor (2)
Main stream splits into small distributaries as it flows through
1.4.4 Pollution domes are caused when a temperature inversion forms, deposited material (2)
which traps air pollutants (dust and soot) over the urban area (2) [Any TWO] (2 x 2) (4)
(1 x 2) (2)
1.5.5 The soils are rich in nutrients/fertile (2)
1.4.5 More artificial surfaces (like glass and dark paving) absorb more A water source is close by/river provides water (2)
heat (2) Land is flat/gentle gradient (2)
Buildings increase surface area which can absorb heat (2) [Any TWO] (2 x 2) (4)
High density of buildings traps heat in city (2)
Fewer plants to assist with cooling processes (evapotranspiration) 1.6 1.6.1 Inadequate municipal sewage treatment (1) (1 x 1) (1)
in city (2)
The presence of industries emitting greenhouse gases will 1.6.2 Studies show the presence of harmful viruses in river (2) (1 x 2) (2)
contribute to higher temperatures in the cities (2)
1.6.3 An outbreak of diarrhoea in Durban (2)
[Any TWO. Accept other reasons visible in diagram] (2 x 2) (4) Two children died (2)
People are hospitalised (2)
1.4.6 Plant more trees and have more vegetated areas/green belts (2) It could cause an outbreak in cholera (2)
Rooftop gardens (2) People cannot go to work (2)
Develop water bodies (like fountains/ponds) in urban areas to Loss of income (2)
decrease the air temperatures through higher levels of evaporation People cannot afford high cost of health care (2)
and transpiration (2) [Any TWO] (2 x 2) (4)
Use light building material to reflect more heat rather than absorb
heat (2) Copyright reserved Please turn over
Control number of vehicles entering the city (2)
Copyright reserved Please turn over
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
Geography/P1 5 DBE/2014 Geography/P1 6 DBE/2014
NSC – Grade 12 Exemplar – Memorandum NSC – Grade 12 Exemplar – Memorandum
1.6.4 Stricter control and enforcement of legislation which monitors Impact on subsistence farmers is greater and they may not be able
effluents from factories (2) to recover (2)
More hefty fines to punish polluters (2) Snow associated with the cold front causes the death of
livestock (2)
Improved waste treatment facilities (2)
Poor weather conditions increase accident risk (2)
Have a buffer so that people cannot live close to rivers (2)
Costly to provide emergency food/water/shelter supplies (2)
Provide running water in or close to homes (2) [Any FOUR. Accept any other reasonable answers] (4 x 2)
Regular testing of water quality (2)
Increased awareness of and education on the problems which 2.4 2.4.1 Katabatic/downslope/mountain wind (1) (1 x 1) (1)
people cause by living so close to rivers (2)
© Department of Basic Education 2014
[Any FOUR. Accept other reasonable solutions] (4 x 2) (8) 2.4.2 Upper slopes cool down rapidly (2)
[75] Air cools down rapidly and becomes heavy and dense (2)
Air moves down the slope (2)
QUESTION 2 [Any TWO. Accept any other reasonable answer] (2 x 2) (4)
Mind the Gap CAPS Grade 12 Geography
2.1 2.1.1 B (1) 2.4.3 Polluted air trapped below the inversion (2)
2.1.2 A (1) Causes respiratory diseases such as asthma (2)
2.1.3 B (1) Poisonous gases that pollute the air cause skin irritations (2)
2.1.4 B (1) Eye irritation which affects the comfort of people (2)
2.1.5 B (1) [Any TWO. Accept any other reasonable answer] (2 x 2) (4)
2.1.6 A (1)
2.1.7 A (1) 2.4.4 Night temperatures are very low and falls below freezing point (2)
2.1.8 A (1) (8 x 1) (8) Frost develops (frost pocket) and not all crops are frost resistant (2)
(2 x 2) (4)
2.2 2.2.1 Cutback/Undercut bluff (1)
2.5 2.5.1 The total area drained by a river and its tributaries (1)
2.2.2 Deposition (1)
[CONCEPT] (1 x 1) (1)
2.2.3 Meander (1)
2.2.4 Meander scar (1) 2.5.2 Total length of all the streams in relation to the size of the drainage
2.2.5 Braided stream (1) basin it drains (1)
2.2.6 Deposition (1) [CONCEPT] (1 x 1) (1)
2.2.7 Lower course (1) (7 x 1) (7)
2.5.3 X (2) (1 x 2) (2)
2.3 2.3.1 A Kalahari/Continental High-pressure Cell (1)
B South Atlantic/St Helena High-pressure Cell (1) 2.5.4 Many streams to cover the greater part of the drainage basin (2)
C Mid-latitude cyclone (1) (3 x 1) (3) [CONCEPT] (1 x 2) (2)
2.3.2 Consists of cold descending air that forms an inversion layer lower 2.5.5 An increase in precipitation will increase the number of streams (2)
than the Escarpment (2) Saturated soil increases run-off, forming more streams (2)
Prevents moist air from moving into the interior from the ocean (2) Low permeability results in run-off and the development of
Stable weather conditions, therefore no cloud formation (2) streams (2)
[Any TWO] (2 x 2) (4) Sparse vegetation increases run-off and more streams form (2)
Steep gradients increase run-off and more streams develop (2)
2.3.3 Isobars elongate away from the high-pressure cell (2) (1 x 2) (2) [Any TWO] (2 x 2) (4)
2.3.4 Damage to property which has to be repaired (2) 2.5.6 Drainage density will increase (2)
Higher food prices because crops are damaged/destroyed (2) More artificial surfaces and storm water drainage increase run-off
outside urban developments (2)
Damage to infrastructure makes it difficult to transport farm
More small streams develop (2)
produce (2)
[Any TWO] (2 x 2) (4)
Food has to be imported at a higher rate (2)
Water pipes and electricity poles have to be replaced (2)
Copyright reserved Please turn over
(8)
Copyright reserved Please turn over
APPENDIX 1 155
Appendix
Geography/P1 7 DBE/2014 Geography/P1 8 DBE/2014
NSC – Grade 12 Exemplar – Memorandum NSC – Grade 12 Exemplar – Memorandum
Appendix
SECTION B
2.6 2.6.1 T (1) (1 x 1) (1)
QUESTION 3
2.6.2 A elbow of capture (1)
B dry gap/wind gap/river gravels (1) 3.1 3.1.1 C (1)
C misfit stream (1) (3 x 1) (3) 3.1.2 A/E (1)
156 APPENDIX 1
3.1.3 B (1)
2.6.3 Stream flows down steeper gradient (2) 3.1.4 C (1)
Higher precipitation promoting greater run-off and more erosive 3.1.5 E (1)
power (2) 3.1.6 A (1)
Soft bedrock through which it is flowing (2) 3.1.7 B (1) (7 x 1) (7)
The presence of faults and joints (2)
[Any TWO] (2 x 2) (4) 3.2 3.2.1 H (1)
3.2.2 E (1)
2.6.4 Increased volume of water in the captor stream (2) 3.2.3 I (1)
Downward erosion increases (2) 3.2.4 A (1)
Increase in stream load changes ecosystem of river (2) 3.2.5 F (1)
Volume of water decreases in the misfit stream (2) 3.2.6 C (1)
The carrying capacity of the misfit stream is reduced, affecting 3.2.7 D (1)
3.2.8 G (1) (8 x 1) (8)
plant and animal life (2)
Ecosystems are disrupted and change (2) 3.1 3.3.1 Burgess/Concentric Zone Model (1) (1 x 1) (1)
Sustainability of captor stream is maintained (2)
Sustainability of misfit stream is reduced (2) 3.3.2 CBD (1) (1 x 1) (1)
[Any FOUR. Accept other reasonable answers] (4 x 2) (8)
[75] 3.3.3 Land-use zone A is the most accessible part of the city (2)
Functional prestige attracts services (2)
Functional convenience attracts services (2)
Large sphere of influence of land-use zone A (2)
[Any TWO. Accept other reasonable answers] (2 x 2) (4)
3.3.4 Located on the outskirts of the city/urban area (2) (1 x 2) (2)
3.3.5 This is the zone into which the CBD will expand (2)
This land-use zone is therefore in demand (2)
Competition to purchase the land is high (2)
This zone is where urban renewal projects will take place (2)
New owners will demolish the buildings (2)
No need for current owners to renovate/fix buildings (2)
[Any FOUR. Accept other reasonable answers] (4 x 2) (8)
3.4 3.4.1 The process whereby the percentage of people living in an urban
area increases (1)
[CONCEPT] (1 x 1) (1)
3.4.2 62% (1) (1 x 1) (1)
Copyright reserved Please turn over
Copyright reserved Please turn over
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
Geography/P1 9 DBE/2014 Geography/P1 10 DBE/2014
NSC – Grade 12 Exemplar – Memorandum NSC – Grade 12 Exemplar – Memorandum
3.5.5 Incorrect farming results in soil erosion (2)
3.4.3 In post-apartheid South Africa people are allowed to move freely in Soil becomes infertile (2)
all urban areas (2) Loss of water due to incorrect farming methods (2)
Higher economic growth in urban areas creates opportunities for Irrigation decreases (2)
employment (2) Yields decrease (2)
Immigrants from outside the country (2) Not enough food to feed growing population (2)
[Any TWO] (2 x 2) (4) [Any TWO. Accept other reasonable answers] (2 x 2) (4)
3.4.4 Rural depopulation (2) (1 x 2) (2) 3.6 3.6.1 Spatial Development Initiative (1) (1 x 1) (1)
3.6.2 N4 toll road (1)
© Department of Basic Education 2014
3.4.5 Higher rates of urban growth means pressure on existing
services (2) Upgrading of railway line from Ressano Garcia to Maputo (1)
Higher rates of land pollution due to increase in waste disposal (2) Upgrading of Maputo port (1)
Increase in the number of informal settlements and population Upgrading of telecommunication (1)
[Any ONE] (1 x 1) (1)
growth in informal settlements (2)
Mind the Gap CAPS Grade 12 Geography
More unemployed people are forced to become economically 3.6.3 Good transport network to transport raw material and/or finished
active in the informal economic sector (2) goods (1)
Crime rates increase (2) Well-developed harbours to export goods (1)
Infrastructure e.g. roads can no longer cope with demands (2) Good transport network to transport workers to their places of
Increasing pollution (air, water, noise) work (2)
Litter increases (2) Generate employment opportunities (2)
[Any THREE. Accept other reasonable answers] (3 x 2) (6) Promotes international trade (2)
Promotes domestic trade (2)
3.5 3.5.1 Finance (1) (1 x 1) (1) Well-developed harbours to export and/or import goods (2)
[Any ONE] (1 x 2) (2)
3.5.2 19% (1) (1 x 1) (1)
3.6.4 Industrial development promoted along the SDI (2)
3.5.3 Climate: Most of South Africa is drought prone and rainfall is Industries move out of PWV/Gauteng to peripheral areas along the
corridor (2)
unreliable (2)
Establishment of more industries in PWV/Gauteng slowed down (2)
Soil: There is limited arable land available for agriculture (2) [Any TWO] (2 x 2) (4)
Due to climatic conditions there is a higher rate of soil erosion (2)
Climate change: As weather conditions become hotter and drier 3.6.5 Establishment of industrial growth nodes along the corridor (2)
there is a higher rate of crop loss (2) Employment opportunities created (2)
Climate hazards: Hailstorms can destroy crops (2) Improved infrastructure attracts tourists (2)
Lightning sets crops/grazing fields alight (2) Income provided by selling arts and crafts (2)
Floods cause destruction of plants and animals (2 Improve standards of living (2)
Diseases: Foot and mouth disease causes the loss of livestock (2) Improved accessibility to services (2)
Avian flu has impacted on the poultry industry (2) Greater accessibility to employment opportunities (2)
[Any TWO. Accept other natural/physical causes] (2 x 2) (4) [Any FOUR points or TWO explained in detail. Accept any other
reasonable answers] (4 x 2) (8)
3.5.4 An important source of employment in the primary economic [75]
sector (2)
Promotes development of secondary activities (2)
Food exports provide foreign capital (2)
Promotes development of towns/markets (2)
Promotes development of infrastructure (2)
[Any TWO. Accept other reasonable answers] (2 x 2) (4)
Copyright reserved Please turn over
Copyright reserved Please turn over
APPENDIX 1 157
Appendix
Geography/P1 11 DBE/2014 Geography/P1 12 DBE/2014
NSC – Grade 12 Exemplar – Memorandum NSC – Grade 12 Exemplar – Memorandum
Appendix
4.4 4.4.1 Ensuring that people are treated fairly and that all their socials
QUESTION 4 needs are provided for (1)
[CONCEPT] (1 x 1) (1)
4.1 4.1.1 single (1)
4.1.2 decreases (1) 4.4.2 Being denied access to a home (1) (1 x 1) (1)
4.1.3 decreases (1)
158 APPENDIX 1
4.1.4 metropolis (1) 4.4.3 It shows that although we are living in a democratic country some
4.1.5 largest (1) things have not changed (2) (1 x 2) (2)
4.1.6 PWV (1) 4.4.4 Land tenure reform (2) (1 x 2) (2)
4.1.7 indirectly (1)
4.1.8 hamlet (1) (8 x 1) (8) 4.4.5 No access to piped water (2)
No electricity (2)
4.2 4.2.1 C (1) No access to basic services such as clinics, schools, proper
4.2.2 C (1) infrastructure (2)
4.2.3 A (1) Insufficient job opportunities, underpaid (2)
4.2.4 B (1) [Any TWO. Accept other reasonable answers] (2 x 2) (4)
4.2.5 C (1)
4.2.6 B (1) 4.4.6 The willing buyer/seller principle takes time to settle (2)
4.2.7 C (1) (7 x 1) (7) It takes time to mediate disputes and resolve issues (2)
Huge costs are involved (2)
4.3 4.3.1 Squatter camps/Bustees/Favelas (1) Political interference (2)
[Any ONE. Accept other alternate names] (1 x 1) (1) Distrust in government's reasoning (2)
Eviction of farm workers despite the new land tenure laws (2)
4.3.2 Increasing trend (1) (1 x 1) (1) Lack of support from government (2)
Disagreement between government and traditional leaders about
4.3.3 People migrate from rural areas to urban areas in search of the extent of land to be restored (2)
employment (2) People having no interest in farming or agricultural knowledge and
Not enough housing and people build shacks to live in (2) therefore not utilising the redistributed land (2)
[Any ONE] (1 x 2) (2) [Any TWO. Accept other reasonable answers] (2 x 2) (4)
4.3.4 Poor infrastructure/examples (2) 4.5 4.5.1 When there is no formal structure governing the trade, e.g. no
Poor service delivery/examples (2) taxes are paid, traders are not registered etc. (1)
Inadequate housing (2) Trade that is relaxed, casual, flexible, without rules or
Lack of medical/educational services (2) regulations (1)
Overcrowding (2) [CONCEPT] (1 x 1) (1)
Lack of open spaces (2)
High crime rate (2) 4.5.2 No formal structure from which the business is operated/selling
High levels of pollution (2) goods on the pavement (1) (1 x 1) (1)
Social problems (2)
4.5.3 No shelter (2)
[Any TWO. Accept other] (2 x 2) (4) No storage facilities (2)
4.3.5 More low-cost housing needs to be built to accommodate people No ablution facilities/toilets (2)
without homes (2) Exposed to weather elements (2)
Unhygienic working conditions (2)
Improve facilities and services in rural areas to stem the movement
Abuse by local authorities/police
of people to urban areas (2)
[Any TWO. Accept other reasonable answers] (2 x 2) (4)
To provide more job opportunities in outlying areas (2)
To have stricter laws concerning the occupation of vacant land (2) 4.5.4 Provide shelter (2)
To relocate existing people living in informal settlements (2) Provide storage facilities (2)
To subsidise people to build proper homes (2) Provide toilets (2)
Use of the site and service scheme where people are given plots of Provide water (2)
land and encouraged to use their own skills to build homes (2) [Any TWO. Must give answer from sketch] (2 x 2) (4)
[Any FOUR. Accept other reasonable answers] (4 x 2) (8)
Copyright reserved Please turn over
Copyright reserved Please turn over
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
Geography/P1 13 DBE/2014
NSC – Grade 12 Exemplar – Memorandum
4.5.5 No taxes paid (2)
No income for country (2)
GDP cannot be correctly determined (2)
Costly to provide proper facilities for informal traders (2)
[Any ONE. Accept other reasonable answers] (1 x 2) (2)
4.5.6 The informal sector has absorbed a lot of unemployed people (2)
People learn entrepreneurial skills that are transferable to the
formal business sector (2)
© Department of Basic Education 2014
The informal sector boosts the local fruit and vegetable markets as
they stock from these centres, e.g. Johannesburg and Tshwane
Fresh Produce Markets (2)
The poor people involved in this sector use it as a means of
survival rather than resorting to criminal activities (2)
Mind the Gap CAPS Grade 12 Geography
[Any TWO. Accept other reasonable answers] (2 x 2) (4)
4.6 4.6.1 G (1) (1 x 1) (1)
4.6.2 Mining (1) (1 x 1) (1)
4.6.3 Higher rate of influx of population due to employment
opportunities (2)
Contaminated ground water has led to AMD (acid mine
drainage) (2)
More air/noise pollution (2)
The limited provision of water results in lower production rates (2)
Pressure on resources such as coal for energy (2)
Development of informal settlements (2)
Increase in crime and other social problems (2)
Strain on ageing infrastructure (2)
Gauteng becomes strategically vulnerable (2)
[Any TWO. Accept other reasonable answers] (2 x 2) (4)
4.6.4 Provide employment (2)
Finished products exported (2)
Provides government with income (2)
Improves South Africa's balance of trade (2)
Attracts foreign investments (2)
Build trade relationships (2)
Taxes paid by industries provide income to government (2)
Development of infrastructure which improves export ability (2)
Development of urban settlements/markets (2)
The upgrading of OR Tambo International Airport in this industrial
hub has made the airport to be a gateway to Africa and the rest of
the world, thereby facilitating economic growth (2)
[Any FOUR. Accept other reasonable answers] (4 x 2) (8)
[75]
TOTAL: 225
Copyright reserved
APPENDIX 1 159
Appendix
Geography/P2 2 DBE/2014
NSC – Grade 12 Exemplar
Appendix
RESOURCE MATERIAL
1. An extract from topographical map 3424BB HUMANSDORP
2. Orthophoto map 3424BB 1 HUMANSDORP
160 APPENDIX 1
3. NOTE: The resource material must be collected by schools for their own use.
INSTRUCTIONS AND INFORMATION
1. Write your name and class/grade in the spaces on the cover page.
2. Answer ALL the questions in the spaces provided in this question paper.
3. You are supplied with a 1 : 50 000 topographical map 3424BB of
HUMANSDORP and an orthophoto map of a part of the mapped area.
4. You must hand the topographical map and the orthophoto map to the
invigilator at the end of this examination session.
5. You must use the blank page at the back of this question paper for all rough
work and calculations. Do NOT detach this page from the question paper.
6. Show ALL calculations and formulae, where applicable. Marks will be
allocated for these.
7. You may use a non-programmable calculator.
8. The following English terms and their Afrikaans translations are shown on the
topographical map:
ENGLISH AFRIKAANS
Brick works Steenmakery
Caravan park Karavaanpark
Diggings Uitgrawings
Golf course Gholfbaan
River Rivier
River mouth Riviermond
Sewage works Rioolwerke
Wetland Vlei
© Department of Basic Education 2014 Copyright reserved Please turn over
Mind the Gap CAPS Grade 12 Geography
Geography/P2 3 DBE/2014 Geography/P2 4 DBE/2014
NSC – Grade 12 Exemplar NSC – Grade 12 Exemplar
1.4 Wavecrest in block B11 has a/an ... street pattern.
GENERAL INFORMATION ON HUMANSDORP
A grid
Humansdorp is a small town in the Eastern Cape with a population of around 35 000. B planned irregular
This town is the centre of the Cacadu municipal district's industry and farming. It is also C radial
considered the gateway to the coastal town of Jeffreys Bay, which is 16 kilometres D unplanned irregular
away. Humansdorp is a 50-minute drive away from Port Elizabeth. It is eco-friendly and
maintains its small-town charm with various hiking trails and forest walks. 1.5 The major primary activity visible in the mapped area is …
FIGURE 1 A fishing.
B mining.
© Department of Basic Education 2014
C forestry.
Population density 2 000 D crop farming.
0,1–5
5–10 1.6 The general flow direction of the river in block D8 on the topographical
Mind the Gap CAPS Grade 12 Geography
10–25 map is ...
25–50
50–100 A southerly.
100–250 B northerly.
Humansdorp C easterly.
D north-westerly.
1.7 Primary activities are limited at X owing to ...
QUESTION 1: MULTIPLE-CHOICE QUESTIONS
A a lack of transport.
B non-perennial streams.
The questions below are based on the 1 : 50 000 topographical map 3424BB C marshes.
HUMANSDORP as well as the orthophoto map of a part of the mapped area. Various D distance from markets.
options are provided as possible answers to the following questions. Choose the
answer and write only the letter (A–D) in the block next to the question. 1.8 The feature found at P in block B11 is a …
1.1 The scale of the topographical map is … than the scale of the orthophoto map. A sand island.
B sandy beach.
A 10 times larger C bay.
B 5 times larger D coastal rock.
C 5 times smaller
D 10 times smaller 1.9 The province that Humansdorp is located in is (the) …
1.2 The town of Jeffreys Bay is a/an … A Western Cape.
B Eastern Cape.
A recreational town. C KwaZulu-Natal.
B industrial town. D North West.
C educational town.
1.10 The feature labelled 1 on the orthophoto map is …
D gap town.
A diggings.
1.3 The shape of the town of Humansdorp is … B a dry pan.
C perennial water.
A circular. D sewage works.
B linear.
C T-shaped.
D Y-shaped. Copyright reserved Please turn over
Copyright reserved Please turn over
APPENDIX 1 161
Appendix
Geography/P2 5 DBE/2014 Geography/P2 6 DBE/2014
NSC – Grade 12 Exemplar NSC – Grade 12 Exemplar
Appendix
1.11 The slope formed between 5 and 6 on the orthophoto map is a/an … slope. QUESTION 2: MAP CALCULATIONS AND TECHNIQUES
A concave 2.1 Calculate the straight-line distance, in kilometres, between trigonometrical
B terraced station 294 in block F1 and trigonometrical station 94 in block E1. Show ALL
C convex calculations.
162 APPENDIX 1
D even
1.12 The natural feature marked 5–6 on the orthophoto map is a …
A saddle.
B hill.
C ridge.
D valley.
1.13 The index number of the map sheet northeast of Humansdorp is …
A 3424BB.
B 3324DC. (3 x 1) (3)
C 3424DD.
D 3325CC. 2.2 Determine the present magnetic bearing of trigonometrical station 290 in
block F8 from trigonometrical station 292 in block D9.
1.14 The grid reference/coordinates/position of trigonometrical station 140 in
block B3 is … Formula : Present magnetic bearing = true bearing +
present magnetic declination
A 34°01'20''S 24°47'44''E/34°01,3S 24°47,7E.
B 34°02'40''S 24°48'16''E/34°02,7S 24°48,3E.
C 34°01'20''E 24°47'44''S/34°01,3E 24°47,7S.
D 34°02'40''E 24°48'16''S/34°02,7E 24°48,3S.
1.15 The city/town located 68 km from the mapped area is …
A Clarkson.
B Port Elizabeth.
C Hankey.
D Plettenberg Bay.
(15 x 1) [15]
(6 x 1) (6)
Copyright reserved Please turn over
© Department of Basic Education 2014 Copyright reserved Please turn over
Mind the Gap CAPS Grade 12 Geography
Geography/P2 7 DBE/2014 Geography/P2 8 DBE/2014
NSC – Grade 12 Exemplar NSC – Grade 12 Exemplar
2.3 Calculate the average gradient between trigonometrical station 290 in 2.4.3 Calculate the vertical exaggeration of the cross-section. Show ALL
block F8 and trigonometrical station 292 in block D9. Show ALL calculations. calculations.
vertical scale
vertical interval Formula : Vertical exaggeration =
Formula : Gradient = horisontal scale
horisontal equivalent
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
(3 x 1) (3)
[20]
(6 x 1) (6)
2.4 Refer to the cross-section from spot height 24 in block F7 to trigonometrical
station number 290 in block F8 below and answer the questions that follow.
∙24
∆290
B A
Vertical scale: 1 cm represents 20 m
2.4.1 If you stand at A, will you be able to see a person at B?
(1 x 1) (1)
2.4.2 Give ONE reason for your answer to QUESTION 2.4.1.
(1 x 1) (1)
Copyright reserved Please turn over
Copyright reserved Please turn over
APPENDIX 1 163
Appendix
Geography/P2 9 DBE/2014 Geography/P2 10 DBE/2014
NSC – Grade 12 Exemplar NSC – Grade 12 Exemplar
Appendix
QUESTION 3: APPLICATION AND INTERPRETATION 3.4 Study the table below showing the average annual midday temperatures for
areas 5 and 11 on the orthophoto map and answer the question that follows.
3.1 Refer to points 3 and 4 on the orthophoto map.
Area 11 Area 5
164 APPENDIX 1
3.1.1 Name the landform that is found between points 3 and 4 on the 24,5 °C 19 °C
orthophoto map.
Area 11 has a higher average temperature than area 5. Give ONE possible
(1 x 1) (1) reason for this difference in temperature.
3.1.2 Name the type of wind that will occur at this landform during the
night. (1 x 2) (2)
3.5 Find residential area 12 on the orthophoto map. Also refer to the
(1 x 2) (2) topographical map. Is residential area 12 a high- or low-income residential
area? Give a reason for your answer.
3.1.3 Draw a simple, labelled free-hand cross-section to show the wind
identified in QUESTION 3.1.2. Income area:
Reason:
(1 + 2) (3)
3.6 State whether zone 10 on the orthophoto map is a light or heavy industrial
area. Give a reason for your answer.
(1 x 2) (2)
Type of industrial area:
3.2 In which stage of development is Krom River in block I5? Give a reason for Reason:
your answer.
(1 + 2) (3)
Stage:
3.7 Jeffreys Bay has a roughly linear shape. Explain why this is the case.
Reason:
(1 + 2) (3)
3.3 Give a possible explanation why so many marshes developed in the mapped
area. (2 x 2) (4)
3.8 Refer to FIGURE 1 on page 3. Is FIGURE 1 a political or thematic map? Give
a reason for your answer.
(1 x 2) (2) Type of map:
Reason:
(1 + 2) (3)
[25]
Copyright reserved Please turn over
Copyright reserved Please turn over
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
Geography/P2 11 DBE/2014 Geography/P2 12 DBE/2014
NSC – Grade 12 Exemplar NSC – Grade 12 Exemplar
QUESTION 4: GEOGRAPHICAL INFORMATION SYSTEMS (GIS) 4.2.2 You want to build a holiday resort near Kromriviermond (Krom
River mouth), but you are concerned about the Krom River
4.1 Refer to the images below illustrating spatial resolution and answer the flooding. Explain how you could use buffering to assist you with
questions that follow. this problem.
A B
© Department of Basic Education 2014 (1 x 2) (2)
4.3 Refer to block E7 on the topographical map.
4.3.1 Identify the following in block E7:
(a) A point feature: (1 x 1) (1)
Mind the Gap CAPS Grade 12 Geography
(b) A line feature: (1 x 1) (1)
(c) An area/polygon feature:
4.1.1 Define the term spatial resolution. (1 x 1) (1)
4.4 You are asked to do a paper GIS to determine the accessibility of
Humansdorp. Name the main data layer you would use in your investigation
and give a reason for your answer.
(1 x 1) (1)
Main layer:
4.1.2 Which image, A or B, has a better spatial resolution? Give a
reason for your answer. Reason:
Image: (1 + 2) (3)
Reason: 4.5 Explain why data manipulation is important in a GIS.
(1 + 2) (3)
4.2 Buffering plays an important role in flood prevention at Kleinriviermond (Klein
River mouth) in block I6.
(1 x 2) (2)
4.2.1 Define the term buffering. [15]
TOTAL: 75
(1 x 1) (1)
Copyright reserved
Copyright reserved Please turn over
APPENDIX 1 165
Appendix
Appendix
DBE/2014
NSC – Grade 12 Exemplar
ROUGH WORK AND CALCULATIONS
Geography/P2 Copyright reserved
© Department of Basic Education 2014
166 APPENDIX 1 Mind the Gap CAPS Grade 12 Geography
Geography/P2 2 DBE/2014
NSC – Grade 12 Exemplar – Memorandum
RESOURCE MATERIAL
1. An extract from topographical map 3424BB HUMANSDORP
2. Orthophoto map 3424BB 1 HUMANSDORP
3. NOTE: The resource material must be collected by schools for their own use.
INSTRUCTIONS AND INFORMATION
© Department of Basic Education 2014
1. Write your name and class/grade in the spaces on the cover page.
2. Answer ALL the questions in the spaces provided in this question paper.
Mind the Gap CAPS Grade 12 Geography
3. You are supplied with a 1 : 50 000 topographical map 3424BB of
HUMANSDORP and an orthophoto map of a part of the mapped area.
4. You must hand the topographical map and the orthophoto map to the
invigilator at the end of this examination session.
5. You must use the blank page at the back of this question paper for all rough
work and calculations. Do NOT detach this page from the question paper.
6. Show ALL calculations and formulae, where applicable. Marks will be
allocated for these.
7. You may use a non-programmable calculator.
8. The following English terms and their Afrikaans translations are shown on the
topographical map:
ENGLISH AFRIKAANS
Brick works Steenmakery
Caravan park Karavaanpark
Diggings Uitgrawings
Golf course Gholfbaan
River Rivier
River mouth Riviermond
Sewage works Rioolwerke
Wetland Vlei
Copyright reserved Please turn over
APPENDIX 1 167
Appendix
Geography/P2 3 DBE/2014 Geography/P2 4 DBE/2014
NSC – Grade 12 Exemplar – Memorandum NSC – Grade 12 Exemplar – Memorandum Appendix
1.4 Wavecrest in block B11 has a/an ... street pattern.
GENERAL INFORMATION ON HUMANSDORP
A grid
Humansdorp is a small town in the Eastern Cape with a population of around 35 000. B planned irregular
This town is the centre of the Cacadu municipal district's industry and farming. It is also C radial
considered the gateway to the coastal town of Jeffreys Bay, which is 16 kilometres B
168 APPENDIX 1
D unplanned irregular
away. Humansdorp is a 50-minute drive away from Port Elizabeth. It is eco-friendly and
maintains its small-town charm with various hiking trails and forest walks. 1.5 The major primary activity visible in the mapped area is …
FIGURE 1 A fishing.
B mining.
C forestry. D
Population density 2 000 D crop farming.
0,1–5
5–10 1.6 The general flow direction of the river in block D8 on the topographical
10–25 map is ...
25–50
50–100 A southerly.
100–250 B northerly.
Humansdorp C easterly.
D north-westerly.
A
1.7 Primary activities are limited at X owing to ...
QUESTION 1: MULTIPLE-CHOICE QUESTIONS
A a lack of transport.
B non-perennial streams.
The questions below are based on the 1 : 50 000 topographical map 3424BB C marshes.
HUMANSDORP, as well as the orthophoto map of a part of the mapped area. Various D distance from markets.
C
options are provided as possible answers to the following questions. Choose the
answer and write only the letter (A–D) in the block next to the question. 1.8 The feature found at P in block B11 is a …
1.1 The scale of the topographical map is … than the scale of the orthophoto map. A sand island.
B sandy beach.
A 10 times larger C bay.
B 5 times larger D coastal rock.
D
C 5 times smaller
D 10 times smaller
C 1.9 The province that Humansdorp is located in is (the) …
1.2 The town of Jeffreys Bay is a/an … A Western Cape.
B Eastern Cape.
A recreational town. C KwaZulu-Natal.
D North West.
B
B industrial town.
C educational town.
A 1.10 The feature labelled 1 on the orthophoto map is …
D gap town.
A diggings.
1.3 The shape of the town of Humansdorp is … B a dry pan.
C perennial water.
A circular. D sewage works.
C
B linear.
C T-shaped.
D Y-shaped.
B
Copyright reserved Please turn over
© Department of Basic Education 2014 Copyright reserved Please turn over
Mind the Gap CAPS Grade 12 Geography
Geography/P2 5 DBE/2014 Geography/P2 6 DBE/2014
NSC – Grade 12 Exemplar – Memorandum NSC – Grade 12 Exemplar – Memorandum
1.11 The slope formed between 5 and 6 on the orthophoto map is a/an … slope. QUESTION 2: MAP CALCULATIONS AND TECHNIQUES
A concave 2.1 Calculate the straight-line distance, in kilometres, between trigonometrical
B terraced station 294 in block F1 and trigonometrical station 94 in block E1. Show ALL
C convex calculations.
D even
A
Actual Distance = Map Distance x Map Scale
1.12 The natural feature marked 5–6 on the orthophoto map is a … = 4,8 cm x 0,5 km
= 2,4 km
A saddle. Range [2,3 km to 2,5 km] (3 x 1) (3)
© Department of Basic Education 2014
B hill.
C ridge. 2.2 Determine the present magnetic bearing of trigonometrical station 290 in
D valley.
C block F8 from trigonometrical station 292 in block D9.
Formula : Present magnetic bearing = true bearing +
Mind the Gap CAPS Grade 12 Geography
1.13 The index number of the map sheet northeast of Humansdorp is …
present magnetic declination
A 3424BB.
B 3324DC. True bearing = 203° (201 o – 205°)
C 3424DD. Difference in years = 2014 – 2001
D 3325CC.
D = 13 years
Mean annual change = 9'W
1.14 The grid reference/coordinates/position of trigonometrical station 140 in Total change = 13 x 9'W
block B3 is … = 117'W
= 1°57'W
A 34°01'20''S 24°47'44''E/34°01,3S 24°47,7E. Magnetic declination in 2014 = 25o29'W +1°57'W
B 34°02'40''S 24°48'16''E/34°02,7S 24°48,3E. = 26o86'W
C 34°01'20''E 24°47'44''S/34°01,3E 24°47,7S. = 27o26'W
D 34°02'40''E 24°48'16''S/34°02,7E 24°48,3S.
A Magnetic bearing = 203° + 27o26'
= 230o26'
1.15 The city/town located 68 km from the mapped area is … Range [228 o26' to 232 o26'] (6 x 1) (6)
A Clarkson.
B Port Elizabeth.
C Hankey.
D Plettenberg Bay.
B
(15 x 1) [15]
Copyright reserved Please turn over
Copyright reserved Please turn over
APPENDIX 1 169
Appendix
Geography/P2 7 DBE/2014 Geography/P2 8 DBE/2014
NSC – Grade 12 Exemplar – Memorandum NSC – Grade 12 Exemplar – Memorandum
Appendix
2.3 Calculate the average gradient between trigonometrical station 290 in 2.4.3 Calculate the vertical exaggeration of the cross-section. Show ALL
calculations.
block F8 and trigonometrical station 292 in block D9. Show ALL calculations.
vertical scale
vertical interval Formula : Vertical exaggeration =
Formula : Gradient = horisontal scale
170 APPENDIX 1
horisontal equivalent
Vertical Exaggeration = Vertical Scale
VI = 47,3 m – 26,5 m VI = 47,3 m – 26,5 m Horizontal Scale
= 20,8 m = 20,8 m
= 1:2 000
HE = 5,9 cm x 500 m OR HE = 5,9 cm x 10 000 cm 1:50 000
100 100
= 2 950 m = 2 950 m = 1__ x 50 000
2 000 1
Gradient = 20,8_ Gradient = 20,8
2 950 2 950 = 25
= 1_ = _ 1__ 1
141,8 141,8
= 1:141,8 = 1:141,8 = 25 times (3 x 1) (3)
Range [1:139 to 1:144,2] (6 x 1) (6) [20]
2.4 Refer to the cross-section from spot height 24 in block F7 to trigonometrical
station number 290 in block F8 below and answer the questions that follow.
∙24
∆290
B A
Vertical scale: 1 cm represents 20 m
2.4.1 If you stand at A, will you be able to see a person at B?
Yes (1 x 1) (1)
2.4.2 Give ONE reason for your answer to QUESTION 2.4.1.
No obstructions/high lying areas between the two points.
[Concept] (1 x 1) (1)
Copyright reserved Please turn over
Copyright reserved Please turn over
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography
Geography/P2 9 DBE/2014 Geography/P2 10 DBE/2014
NSC – Grade 12 Exemplar – Memorandum NSC – Grade 12 Exemplar – Memorandum
3.4 Study the table below showing the average annual midday temperatures for
QUESTION 3: APPLICATION AND INTERPRETATION areas 5 and 11 on the orthophoto map and answer the question that follows.
3.1 Refer to points 3 and 4 on the orthophoto map. Area 11 Area 5
24,5 °C 19 °C
3.1.1 Name the landform that is found between points 3 and 4 on the
orthophoto map. Area 11 has a higher average temperature than area 5. Give ONE possible
reason for this difference in temperature.
(River) valley (1 x 1) (1)
Area 11 is an urban area and area 5 is a rural area
Area 11 is made up of artificial surfaces (concrete, steel, tar) and area 5 of
© Department of Basic Education 2014
3.1.2 Name the type of wind that will occur at this landform during the
vegetation
night.
Natural processes e.g. evapotranspiration occurs at 5, but are limited at 11
Katabatic/downslope/mountain breeze (1 x 2) (2) More pollution at 11 to trap heat than at 5
Mind the Gap CAPS Grade 12 Geography
More artificial heating at 11 than at 5
3.1.3 Draw a simple, labelled free-hand cross-section to show the wind [Any ONE- Accept other answers related to urban heat islands] (1 x 2) (2)
identified in QUESTION 3.1.2.
3.5 Find residential zone 12 on the orthophoto map. Also refer to the
topographical map. Is residential area 12 a high- or low-income residential
area? Give a reason for your answer.
Income area: Low-income residential area
Katabatic Reason: It has small plots
Wind It has high density housing
[Any ONE. Accept other suitable reasons] (1 + 2) (3)
3.6 State whether zone 10 on the orthophoto map is a light or heavy industrial
area. Give a reason for your answer.
(1 x 2) (2)
Type of industrial area: Heavy industry
3.2 In which stage of development is Krom River in block I5? Give a reason for
Reason: It is found on the outskirts of town
your answer.
Flat land
Space for expansion
Stage: Plain stage/old age stage/lower course [Any ONE. Accept other suitable reasons] (1 + 2) (3)
Reason: There are braided streams 3.7 Jeffreys Bay has a roughly linear shape. Explain why this is the case.
Wide flood plain
Follows the shape of the coastline
It is next to the ocean
Suburbs develop as close as possible to the coastline
[Any ONE] (1 + 2) (3)
Residents prefer a sea view
Settlement wants to take advantage of the cooling effect of the sea breeze
3.3 Give a possible explanation why so many marshes developed in the mapped
area. [Any TWO] (2 x 2) (4)
Area flat/gentle slope 3.8 Refer to FIGURE 1 on page 3. Is FIGURE 1 a political or thematic map? Give
Water does not drain away easily a reason for your answer.
Soil is saturated/waterlogged Type of map: Thematic map
[Any ONE. Accept other suitable explanation] (1 x 2) (2)
Reason: Focuses on a specific theme and that is population density
[Concept] (1 + 2) (3)
[25]
Copyright reserved Please turn over
Copyright reserved Please turn over
APPENDIX 1 171
Appendix
Geography/P2 11 DBE/2014 Geography/P2 12 DBE/2014
NSC – Grade 12 Exemplar – Memorandum NSC – Grade 12 Exemplar – Memorandum
Appendix
QUESTION 4: GEOGRAPHICAL INFORMATION SYSTEMS (GIS) 4.2.2 You want to build a holiday resort near Kromriviermond (Krom
River mouth), but you are concerned about the Krom River
4.1 Refer to the images below illustrating spatial resolution and answer the flooding. Explain how you could use buffering to assist you with
172 APPENDIX 1 questions that follow. this problem.
One could use buffering to demarcate the area around the river
where flooding could occur and build outside this area (1 x 2) (2)
A B
4.3 Refer to block E7 on the topographical map.
4.3.1 Identify the following in block E7:
(a) A point feature: Reservoir
Windmill
[Any ONE] (1 x 1) (1)
(b) A line feature: Secondary road
Other road
River/stream
Dam wall
4.1.1 Define the term spatial resolution. Contour line
[Any ONE] (1 x 1) (1)
It describes the amount of detail shown by a map or image
[Concept] (1 x 1) (1) (c) An area/polygon feature: Dam
Perennial water
4.1.2 Which image, A or B, has a better spatial resolution? Give a Non-perennial water
reason for your answer. [Any ONE] (1 x 1) (1)
Image: B 4.4 You are asked to do a paper GIS to determine the accessibility of
Humansdorp. Name the main data layer you would use in your investigation
Reason: It has smaller and more pixels and give a reason for your answer.
It has more detail
Main layer: Transport/roads
[Any ONE reason] (1 + 2) (3)
Reason: Accessibility determined by transport infrastructure as transport
4.2 Buffering plays an important role in flood prevention at Kleinriviermond (Klein
networks are needed to reach Humansdorp
River mouth) in block I6.
[Concept] (1 + 2) (3)
4.2.1 Define the term buffering. 4.5 Explain why data manipulation is important in a GIS.
A line used to demarcate an area around a spatial feature Data manipulation involves getting the different data sources into a format
[Concept] (1 x 1) (1) that can be integrated
When all the data layers are in similar data files the data can be integrated
(put together)
Statistical information must be manipulated into such a file format that it can
be used in the GIS software and linked to specific spatial features
Errors in the database can be eliminated during manipulation
[Any ONE. Concept] (1 x 2) (2)
TOTAL: 75
Copyright reserved
© Department of Basic Education 2014 Copyright reserved Please turn over
Mind the Gap CAPS Grade 12 Geography
Appendix
© Department of Basic Education 2014
Mind the Gap CAPS Grade 12 Geography APPENDIX 1 173
Appendix
© Department of Basic Education 2014
174 APPENDIX 1 Mind the Gap CAPS Grade 12 Geography
3424BB HUMANSDORP 1:50 O00 SiAAties*
i
Z 2arsr
es
ES
P
os
ae
24°57"
J
patina emi ty : A ‘ : ‘ an ines ete
Snecma, me oe ocean seammengeemects
Secret toe
‘Sin vinge repre meet i Sl nt nd iin
=o
EFERENCE veRNLARING aerenence Verrcaning
“ebm xenon.
nt 0 et 8
“2
[Eons oytntr epic toaracn
enn mga in 28 Wn eae
@® 3424BB HUMANSDORP olli5R50% 1999
‘nny trai rene nga ‘crannies in ie a
- wese4 Scutamemiateerson
The Mind the Gap study guide series assists you to make the leap by studying
hard to achieve success in the Grade 12 exam.
This publication is not for sale.
© Copyright Department of Basic Education www.education.gov.za
Call Centre 0800 202 933
Recommended for this subject
Published documents with matching subject and grade metadata.
Question paper
Geography P2 (English) June 2025 Question Paper
Memorandum
Geography Grade 12 NSC P2 MEMO September 2025 Gauteng
Question paper
Geography Grade 12 NSC P1 QP September 2025 KZN
Question paper
Geography Grade 12 NSC P2 QP September 2025 KZN
Question paper
Geography P1 May June 2025 Eng
Memorandum
Geography P1 Nov 2025 MG Eng
Related documents
Matched using subject, grade, language, document type and exam metadata.
Memorandum
Gr 12 Geography (English) June 2024 Possible Answers hlayiso.com
Question paper
Geography P1 (English) QP hlayiso.com
Question paper
GEOGRAPHY GR12 QP JUNE 2022 English hlayiso.com
Memorandum
GEOGRAPHY P2 GR12 MEMO SEPT2022 English final hlayiso.com
Question paper
Gr12 Geography P1 (English) SEP 2022 Question Paper hlayiso.com
Addendum
GEOGRAPHY P1 GR12 ANNEX SEPT 2021 English hlayiso.com
More from Grade 12 Geography
Explore more published documents in this catalogue.
