National 5 Geography @ Gairloch High School

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Lesson 1 - What are social development indicators?

Lesson 2 - What are economic development indicators?

Revision Task - Understanding Standards

Lesson 3 - How can we present data on population change?

Lesson 4 - What can cause birth or death rates to change?

Lesson 5 - Why are some places crowded whilst others are empty?

Revision Tasks

Lesson 6 - What is causing populations in some areas to grow or shrink?

Practice Questions

Guided Revision

Page 2

What is development?

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Development is all about improving people’s quality of life. It means that people are able to live with enough resources (for example money), access to the services they need (for example medicine or education) and are able to live happily and freely. Over the last 100 years, many countries have made big improvements in aspects of their development.

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The United Nations (UN) has recognised that there is more to �development than wealth and health. In 2015 it launched the �Sustainable Development Goals. These highlight that social �development (to do with people), economic development (to do with �money and business) and environmental development (creating safe �habitats and protecting sensitive regions) must all be worked on �together to ensure that progress is sustainable into the future.

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What is a development indicator?

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A development indicator is a fact about a country which helps us paint a picture of the development in a country. We will look at a range of social and economic indicators.

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All development indicators are reported using figures and are usually an average across a whole country. This makes them susceptible to misrepresent the true picture of life. For example, the average life expectancy in the UK is 81 years. This is not true for everyone in the UK - there are racial, economic, geographical and gender biases. In Westminster, London males on average live to 84 years. In Glasgow, a city which sees higher rates of poverty and disadvantage, males are expected to live to only 73 years old.

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How do social indicators show us the level of development in a country?

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Social indicators tell us about people’s lives. They include�indicators which tell us about health, education and how the�population of the country is changing.

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Life Expectancy (at birth)�

This is a measure of how many years a baby born in the current year is �expected to live. For example, the life expectancy figure for the UK in �2020 is 81 years, so a baby born in 2020 is expected to live for 81 years.

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Life expectancy can show us the level of development of a country.

• Countries who have a higher life expectancy tend to be more �developed as they can afford to spend money on health care. �This applies to individual people who can afford medicines and �to pay for health services (where there is a charge). It also applies to governments who can provide more healthcare staff and conduct research into treatments for life limiting diseases (e.g. dementia). An example of a country where the government spends money on healthcare is the UK.
• More advanced treatments are available in developed countries, such as heart bypass surgery or providing insulin to those with diabetes. This means that people will live longer lives. An example of a country with advanced treatment for diseases affecting the elderly is Japan.
• Countries with higher life expectancies have access to clean drinking water which reduces the spread of water-based diseases such as cholera. They also have access to enough nutritious food, which means that young children are not malnourished.

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Date: Lesson 1 - What can social indicators show us about development?

Page 3

Lesson 1 - What can social indicators show us about development?

Number of people per doctor

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This is a measure of the number of doctors employed to work in healthcare. If the number is high, it means that doctors have many people to look after and their resources might be stretched.

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Number of people per doctor can show us the level of development of a country.

• A country with few doctors could because there is not enough money available to be spent on the university-level training that they need. There may be too few universities within the country and the barrier of the cost of university tuition abroad. This could also indicate the levels of attainment and access to secondary school, which must be completed before students can attend university. A country where those who wish to study medicine have to train abroad is the Pacific island of Palau.
• A country with a low number of people per doctor could also be one where the health system is privatised. This means that people pay to access health services and, as a result, it’s a profitable business which encourages more people to work as doctors. A country with privatised healthcare is the USA.

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Number of births per 1,000 women per year

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This development indicator is also known as the birth rate. Generally, developing countries have higher rates birth rates. However, other factors such as religion or women’s rights can also have an impact on this figure.

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The birth rate can show us the level of development of a country.

• A low birth rate is usually found alongside a low infant mortality rate (the number of babies dying before they reach the age of 1). This means that women can have fewer children but can be confident that they will survive into adulthood. Developed countries have low infant mortality rates as there are childhood vaccinations, enough nutritious food, safe drinking water and health problems can be treated in hospitals. An example of a country with a low infant mortality rate is Iceland.
• In developing countries, families often need children to informally work in farming, domestic service or in factories to earn money. This encourages larger families which increases the birth rate. An example of a country where children work is the Democratic Republic of the Congo.
• When contraception is widely available and education around family planning is given in schools and communities, the birth rate is lower. This is being improved in many developing countries which is lowering the birth rate. An example of a country which has a high birth rate, but is taking steps towards widening access and education is Niger.

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Page 4

Task 1

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Annotate the world map on page 3 to show examples of countries and how we can learn about their development by using social indicators.

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Task 2

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Describe, in detail, the different literacy rates in 2015 worldwide.

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Task 3

Complete this table to show social development indicators which tell us about health in different countries.

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Lesson 1 - What can social indicators show us about development?

Literacy Rates 2015

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Task 4

Explain, in relation to development, the meaning of these terms.

• Misrepresented - ……………………………………………………………………………………………………

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• Life limiting diseases - ………………………………………………………………………………………………

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• Privatised - ……………………………………………………………………………………………………………

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• Infant mortality rate - ………………………………………………………………………………………………

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• Informal work - ………………………………………………………………………………………………………

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Task 5

What is the difference between contraception and family planning? …………………………………………………

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Task 6

Choose one social indicator from the table on page 2. Explain the ways in which your chosen indicator shows the level of development in a country. ……………………………………………………………………………………

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Lesson 1 - What can social indicators show us about development?

Page 6

How do economic indicators show us the level of development in a country?

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Economic indicators tell us about wealth. They include how a country�makes money, how much money people have to spend and what �people do for work.

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As with social indicators, economic indicators have some bias and may�not accurately reflect the economic status of everyone in that country.�

% of people employed in agriculture

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Developing countries usually have a higher percentage of people �who work in agriculture (farming). As countries develop, most have �followed or are following the model shown in this graph of sectors of employment. Agriculture is an example of an primary industry. As countries develop, more people are employed in the secondary (manufacturing) sector and the tertiary (services) sector.

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% of people employed in agriculture can show us�the level of development of a country.

• The numbers of people who work as�subsistence farmers (those who farm �mainly for their own family, rather than�commercially) is higher in developing �countries like Niger, where 80% of �workers are employed in farming.
• Farms require many labourers as there�is not widespread use of machinery and�technologies. This provides jobs for many�people in the agricultural sector. In �developed countries, machines have �replaced the need for high numbers of workers.
• As countries develop, food can be imported from abroad, reducing the reliance on the domestic farming industry. This means that developed countries have fewer people working in the agricultural sector.
• Wages in farming tend to be lower than in manufacturing or service sectors. This means that where the % of people working in farming is high, the quality of life is lower as people cannot afford services.

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Gross Domestic Product (GDP)

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This is the total of value of all the goods produced and services provided in a country in one year. It can be an indicator of development, but is sometimes skewed by the size of countries. For example, India has a higher GDP than Australia, but Australia is the more developed country. It is measured in US dollars ($) to allow comparisons between countries to take place, regardless of the currency they use.

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GDP can show us the level of development in a country.

• If the GDP is high, the country has many industries and services which produce high value goods. This provides higher levels of tax and money to be spend on services such as hospitals and schools which will improve people’s quality of life.
• A high GDP also indicates that many well paying jobs are available in the industries producing the goods and services. This gives people higher wages and also means they higher rates of tax.

Date: Lesson 2 - What can economic indicators show us about development?

Page 7

Average income per person per year

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Because of the problems of countries with high populations appearing to be more developed based on their total GDP, the figure is divided by the population to give the GDP per capita. This represents the average income per person per year. It is also always measured in US dollars ($).

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What are composite indicators?

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In examining just one aspect of development (e.g. healthcare) some countries can appear to be developing, when they might be developed. As a result, indicators are rarely used on their own but are instead considered together. For example, in looking to understand development in a country both a social and economic indicator should be studied.

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In order to make comparisons between countries easier when examining multiple indicators, compound indicators are used. These take multiple indicators from both social and economic and combine them to give one number. The most commonly used compound indicator, which is published each year by the United Nations, is the Human Development Index (HDI).

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HDI includes:

• One economic indicator - the GNP per capita (GNP is similar to GDP, but includes the value of exports).
• Two social indicators -
• One which focuses on health - the life expectancy
• One which focuses on education - the number of years in school

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Countries are then grouped based on the value of their HDI. ���

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Lesson 2 - What can economic indicators show us about development?

Zimbabwe is a country where looking at one development indicator gives an incorrect view of development. The life expectancy in Zimbabwe is 54 - this is one of the lowest in the world. However, the literacy rate is 91%, which is above average for the world. The influence of deaths from HIV/AIDS has misrepresented the true development of the country.

Page 8

Task 1

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Colour these indicators to show whether they are social or economic.

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Task 2 - Practice Question

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This map shows total �Gross National Incomes�for countries in 2015.

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Describe, in detail, the �different Gross National �Incomes in 2015 �Worldwide.

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[National 5 2018 - �4 marks]�

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Lesson 2 - What can economic indicators show us about development?

Page 9

Task 3

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Explain why the map on page 8 can misrepresent development data. Suggest a better alternative.

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Task 4

Can referring to the % of �people employed in �agriculture can be a useful �indicator of development? �In order to show this, we �would look for a trend �which demonstrates that a �low HDI is found in �countries with a high % of �people employed in �agriculture.

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1. Complete the table, �choosing two �additional countries,�and then the scatter �graph to determine �whether this is the �case.
2. Complete the �paragraph below.

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I have identified

• A positive trend
• A negative trend
• No trend

This means that studying % of people�employed in agriculture

• Is
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A good way to show development.

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Lesson 2 - What can economic indicators show us about development?

Page 10

Revision Task - Understanding Standards

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Shown below is an example of a question from the 2018 National 5 Exam.

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This is the mark scheme for the question. It tells the marker what to give marks for and gives some examples of what might be said.

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Page 11

Referring to the question and mark scheme:

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Task 1�

The marker gave this response two marks for their discussion of a social indicator. Put a tick where you think these two marks were awarded.

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Task 2

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The pupil achieved no marks in the economic indicators section. Explain, as a marker, why they didn’t get any marks for this.

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Task 3

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Suggest below how the pupil could rewrite the economic part of their answer so that it achieves 2 marks.

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Page 12

How are the populations of developed and developing countries changing?

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The wealth, health and populations of our countries are in a constant state of change. Improvements are made with medical advances, investment and human rights. Negative changes can be the result of war, corruption or outbreaks of disease. Change is a factor in every country and every population.

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How can we measure population change?

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Birth Rate - this is the number of births per 1,000 people each year. This means that in a country with a high�birth rate, many babies will be born each year.

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Death Rate - this is the number of deaths per 1,000 people each year. A country with lots of disease or a poorly developed healthcare system will have a high death rate.

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How is the population of the world changing?

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The population of the world has grown�from 1.2 billion people in 1850 to 8.1�billion people today.

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This growth in population hasn’t always�been at the same rate.

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• In the 1800s, birth and death�rates were both high. This meant�that many babies were born but�many people also died. This�resulted in a low rate of �population growth.
• In the early 1900s, advanced in �healthcare started to reduce death rates. Birth rates remained high. As more babies were being born than people died, the population started to grow at a high rate.
• In the mid 1900s, contraception began to be widely available and women were able to choose to have smaller families. This started to reduce the birth rate. The death rate became even lower, as preventative medicine was able to treat and cure diseases. The population growth rate continued to be high.
• By the 2000s, birth rates and death rates were both low. Most women were able to plan their families and medicine was available in developing countries. This slowed the rate of population growth.
• In the future, it is expected that the birth rates will continue to drop. This may result in the population growth rate slowing or even becoming negative - there will be fewer people each year, rather than more.

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This change in the rate of population growth is demonstrated by the Demographic Transition Model (page 14). This model suggests that the birth and death rates of countries will change as they develop. Most countries do fit the model, but there are places where it can cause misrepresentations.

• In Ireland, Italy and Spain, the predominant religion is Catholicism. This religion discourages the use of contraception. Therefore, they have higher birth rates than would be expected.
• In Eswatini and Lesotho, improvements in healthcare have been masked by a high rate of infection and death from HIV/AIDS. Therefore, they have a higher death rate than would be expected.

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Date: Lesson 3 - How can we present data on population change?

Page 13

How are the populations of countries changing?

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In order to study how the populations of countries are changing, we can compare different countries using population pyramids.

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Young dependents are people who are aged between 0 and 15 years old. They are dependent on their parents and carers to provide for them.

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Economically active are people aged between 16 and 64. Most of these people work and contribute to the economy, paying taxes to the government. Those taxes are used to provide services such as schools for the young dependents and pensions for the old dependents.

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Old dependents are people over the age of 65. They have usually retired from working and depend on a pension - money they’ve saved or are given by the government. Some people in this age group need more help with their health or social care.

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By comparing two population pyramids we can identify differences in the proportion of the population who are young dependents, old dependents and the economically active.

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Date: Lesson 3 - How can we present data on population change?

In Kenya, the biggest part of the population are young dependents. This indicates a high birth rate. In the United States, the number of young dependents is more inline with the rest of the population. This indicates a low birth rate.

In Kenya, the smallest part of the population are the old dependents. This indicates a high death rate. In the United States, the old dependents are one of the biggest parts of the population. This indicates a low death rate.

From this, we can tell that the population of Kenya is growing rapidly. Many more young dependents are being born each year. The population of the United States is growing much more slowly, as people live longer but there are fewer babies born.

Page 14

Lesson 3 - How can we present data on population change?

Task 1

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1. Using the information on page �12 to help you, create a key �showing the parts which make �up the Demographic �Transition Model.�
2. Describe the population�growth rate at each stage:�
1. Stage 1: ……………
2. Stage 2: ……………
3. Stage 3: ……………
4. Stage 4: ……………
5. Stage 5: ……………

Task 2

Describe, in detail, the changes in�the number of births in Scotland �between 1901 - 2011. �………………………………………

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Task 3

At two points in the last 120 years, Scotland’s birth rates have changed from what would be expected in the Demographic Transition Model. Why is this? ……………………………………………………………………………

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Key:

Page 15

Lesson 3 - How can we present data on population change?

Task 4

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Annotate these population pyramids to highlight the similarities and differences in their structure.

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Task 4

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Sketch the general shape of a population pyramid shown by a population which has:

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High birth rates and high death rates

Low birth rates and low death rates

Very low birth rates (an ageing population)

Page 16

The reasons that birth or death rates change are complex. In this lesson we’ll take each in turn and relate each one to a country where this is the case.

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Birth rates are higher in developing countries.

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Reasons for high birth rates:�

• There is less access to contraception and family planning. This could be �to be because of the cost and availability of contraception. There could �also be a lack of opportunities to learn about contraception or family �planning because of poor school attendance or no community education.����
• Women leave school at a young age to get married. This increases the length of time they are able to have children and also prevents them accessing education around contraception. ����
• Infant & child mortality rates are high. This means that women have more children to ensure that they will survive into adulthood. Common causes of death amongst infants and children are during birth and infectious diseases which cause diarrhea and pneumonia.����
• Poverty means that families can send their children to work, either on family farms (subsistence farming) or for small amounts of money (informal work). ���

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Reasons for low birth rates:

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• Women remain in education beyond secondary school, with many attending �college or university. This means that women begin to think about families �later in life, in their twenties or thirties. It’s also the case that some �women will choose not to have a family to focus on their careers or �because they want to remain child-free.�����
• The cost of raising a child is high, as they need to be clothed, fed and any hobbies, activities or tuition paid for. This means that some families choose to have fewer children, so that they can give more attention and spend money on just one or two children.

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Date: Lesson 4 - What can cause birth or death rates to change?

In Niger, many women in middle age are learning about contraception for the �first time from new family planning clinics.

In Niger, 76% of girls are married before the age of 18. This is against the law, but the rules are not widely enforced.

In Niger, 8.45% of all children die before they reach the age of five. 63% of those children die from problems during pregnancy and childbirth.

In Niger, girls are employed as domestic servants and boys are sent to work in mines. Girls make around $6 for a month’s work.

In Japan, where the population is declining, the government is looking to �attract and train more women workers for high-skilled jobs. As there is an �expectation that all work in the house is done by women, these demanding jobs delay or prevent women being able to start a family.

In Japan, the number one reason for not having more children is the cost of child-rearing and education. Although public schools are free, parents expect that the best education is provided by private schools or extra tuition.

Page 17

Death rates are higher in developing countries.

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Reasons for high death rates:�

• If the provision or accessibility of healthcare is poor, people who �develop diseases or health problems can’t be treated. This could be �down to a lack of trained medical staff, access only to basic treatments �or that the cost of healthcare is out of reach of those who live on very �low incomes. This causes higher death rates at every stage of life, from �young babies right up to those who develop health problems in older age.����
• Clean water and sanitation are important to prevent the spread of common diseases that are almost unheard of in developed countries. As people become older, their immune systems are weaker and they struggle to fight disease. Outbreaks of cholera, which spreads through drinking unclean water, causes more deaths in elderly men and women.����
• Poverty rates are higher in older people. This is because they cannot work and therefore do not have an income. This results in older people not being able to buy enough food and becoming malnourished. ����

Reasons for low death rates:

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• In developed countries, older people may have access to social care. This �involves looking after people in their own homes or in residential care �homes. This is provided by the government or is self-funded. These allow �people to live for longer, even if they need some help to do so.�����
• Pensions are money provided by the government or through savings. When people retire, they can access pensions to provide an income throughout old age. In developed countries, governments can afford to give most people a pension and those who have worked save money through finance schemes. This keeps older people out of poverty. �

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Lesson 4 - What can cause birth or death rates to change?

In Yemen, an outbreak of cholera in 2018 killed one-third of older people who contracted the disease. Some older people are unable to fetch clean water themselves, and have to rely on others.

In Yemen, just 2% of older women and 3% of older men can afford the medicines they need. Around half of older people cannot access any form of medical treatment.

In Yemen, 95% of older people have no income at all. This is causing malnutrition. Food is available at distribution sites but those who struggle to move around cannot access it.

In Sweden, every region provides older people with the choice of home-help �or special housing when they need it. They also provide a meals delivery service �to keep people living at home.

In Sweden, every Swedish citizen is entitled to a national retirement pension. Most people retire around the age of 65 and receive at least £1,100 each month.

Page 18

Task 1

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Compare the population structures of Sweden and Yemen. You should use the terms young dependents, economically active, old dependents, birth rates and death rates in your answer.

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Task 2

Describe what each of these factors are and explain how they affect birth or death rates.

• Access to pensions: …………………………………………………………………………………………………

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• Family planning: ………………………………………………………………………………………………………

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• Poverty: ………………………………………………………………………………………………………………

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Lesson 4 - What can cause birth or death rates to change?

Page 19

Task 3

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Explain the differences in the population structures of Niger and Japan. You should refer to both birth rates and death rates in your answer. [6 marks]

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Task 6

Use the cards to discuss the consequences of high and low birth and death rates in different countries.

Lesson 4 - What can cause birth or death rates to change?

Page 20

The population of the world is 8.2 billion people. The world population isn’t distributed evenly around every continent, country and island.

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For example, in the United Kingdom the population is �concentrated around major cities and, in general, is higher in �England than Scotland, Wales or Northern Ireland. Very few people �live in the north of Scotland, the Outer Hebrides and the Orkney and �Shetland isles. This map shows areas where the population is higher �and has named each of the major cities.

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Population distribution is all about where people live and how�the populations of continents, countries or regions are distributed into �different areas. Population density is a measure of the people per kilometer �squared. In areas where many people live in a small area, there is a high �population density.

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Urban areas such as cities and towns have higher population densities.�As their population increases they can either:

1. Become more crowded or,
2. Increase in size, turning areas that used to be countryside into city. This is called urbanisation.

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Rural areas are those with low population densities.�In most developing countries, the number of people �living in rural areas is decreasing as people move to �cities to seek work and educational opportunities. �This is called rural depopulation and it also plays its �part in rural areas of Scotland.

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In 2007 the world reached an important milestone as,�for the first time, more people lived in urban areas�than in rural areas. It is expected that urbanisation

will continue throughout the 21st century.

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Date: Lesson 5 - Why are some places crowded whilst others are empty?

In some countries and regions there are huge contrasts between areas of high and low population density.

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e.g. In China, the east of the country is densely populated with large cities which have grown with a strong manufacturing sector. The west of the country has a low population density, consisting of many rural areas and agricultural sector.

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There are a number of reasons that some areas of the world have developed high density populations whilst others have only ever had low density populations. We will look at these in terms of physical factors (to do with natural things) and human factors (to do with the activities of humans).

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What are the physical factors that affect population distribution?

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Climate

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Generally, people like to live where the climate is not too �extreme. Most of the densely populated areas of the world �have moderate climates: not too hot, dry, cold or wet.

• There needs to be enough rainfall to provide water. �If this is not available, people choose to live beside �rivers which give them access to water for drinking �and farming (e.g. the Nile region, in Egypt and Sudan).
• Farming is difficult where the land is too dry or �permanently frozen. Areas of northern Canada are �unsuitable for farming crops and most animals, so have never supported a large population.
• Rainforests, such as the Amazon in Brazil and Paraguay, are regions where the combination of hot temperatures and heavy rainfall have made it uncomfortable for people to live and work.

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Relief

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Relief is the shape of the land. Many of the most densely populated areas of the world are flat and coastal.

• Flat, open land is easy to build in and the growth of cities isn’t limited by hills or steep slopes. The Netherlands is a very flat country, where the population density is high and cities have expanded in size.
• Mountainous areas tend to have a wetter, colder and windier climate. In countries close to the equator, people choose to live in mountainous areas as they are cooler and wetter so can support farming where it otherwise wouldn’t be able to take place. An example of this is the Central Highlands in Kenya.
• Coastal areas have long given access to trading ports, allowing industries to grow and providing jobs to people who choose to make these areas their homes. Coastal areas also allow for a temperate climate - the population of Australia is concentrated on the coast with the hot and dry central Outback largely unpopulated.

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Natural resources�

These are naturally occurring resources which can be exploited by humans and sold.

• Places with mineral deposits which are useful in the manufacturing of products attract migrants from other parts of the world. This is causing areas such as the Copper Belt of the DRC to increase in population density. It is also causing rural depopulation of other areas where no natural resources exist.

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Soil

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Fertile soil is necessary for farming, which provides people with food to eat and an income when products are sold.

• In regions with volcanic activity, the ash increases the fertility of the soil and makes the region productive. Volcanic activity around Goma, DRC, supports a dense and growing population.

Lesson 5 - Why are some places crowded whilst others are empty?

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Task 1

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How do you calculate the population density of an area? ………………………………………………………………

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What is the difference between a rural and urban area in terms of their population densities? …………………

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What is urbanisation? ………………………………………………………………………………………………………

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What is rural depopulation? …………………………………………………………………………………………………

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Task 2

Describe, in detail, the �differences in the densities of�UK cities.

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Task 3

Is it true that more developing countries have lower population densities than developed countries?

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Lesson 5 - Why are some places crowded whilst others are empty?

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Task 4

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Annotate this world map to show the physical factors which influence population distribution.

Lesson 5 - Why are some places crowded whilst others are empty?

Page 24

Revision Tasks

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Task 1

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Explain why examining the HDI of countries may be a better way to show development than using a single indicator. You should begin your answer by outlining what HDI is.�

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Task 2

1. Explain two causes of low birth rates.

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• Explain two causes of high death rates

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Task 3 - Practice Question

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Countries such as the United Kingdom have experienced significant population change, as shown in the diagram.

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Explain why this population change has happened. You must refer to factors affecting birth and death rates in stages 2, 3 and 4 of the diagram. [National 5 Specimen - 6 marks]�

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Page 26

As well as physical factors which determine where populations are distributed, humans have played a role in changing landscapes and economies to support higher populations. These are the human factors which affect population distribution.

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Job opportunities

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For most people, it’s important to live close to where they work. In many industries, the location of work is decided by the proximity to resources, markets or centres of population.

• In China, the manufacturing sector in the east of the country has grown significantly in the last 30 years. This has supported a dense population who live close to where they work. It has resulted in rural depopulation in areas west of the country where there are fewer job opportunities.
• Areas with good transport links can allow a population to be distributed more evenly whilst still accessing major cities for work. The M4 corridor in England is a region with good road and rail links into central London, allowing people to commute from other towns and cities rather than live in the densely populated capital city.
• Increasingly, people are able to work from home and use the internet to conduct their work. This has started to reverse rural depopulation and allow the growth of populations in places which have seen a decline. Many companies began to allow more people to work from home during the COVID-19 pandemic and some changed their policies to keep home working in place. The Highlands & Islands of Scotland saw an increase in population as people could live in remote places but still continue their work.

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War

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In areas where conflict is taking place, refugees will move �away on a short-term basis to escape violence. For some, �they never return to these regions and their population �decreases for the long-term.

• In Syria, a war has caused people to leave regions �which were bombed and targeted by terrorist �groups. As the war has continued for 10 years, �many have made new homes elsewhere and the �population of Syria has decreased.
• During the 1994 Rwandan genocide, 600,000 people �were killed and 2 million people left the country to seek safety elsewhere. It took 10 years for the population numbers to recover from the conflict.

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Services

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Where services such as healthcare, education and entertainment are free and cheap this encourages a high population density.

• In many parts of the world, services are easier to access in cities. This has contributed to urbanisation. In the USA, New York is an example of a city which has multiple universities, entertainment facilities and provides specialist hospitals. These are used by people who live there and also provide employment.

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Date: Lesson 6 - What is causing populations in some areas to grow or shrink?

Exam tip: when a question asks about population density or distribution, you should not talk about birth and death rates. These questions focus on where people live and why, not the changing population structure.

Afis, Syria

Page 27

Task 1

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Use the table below to summarise both the physical and human factors which influence population distribution. An example is given.

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Lesson 6 - What is causing populations in some areas to grow or shrink?

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Task 2

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Discuss and create a country which will support a very high population density. You should draw an annotated map of the country which explains the different ways it will do this.

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Lesson 6 - What is causing populations in some areas to grow or shrink?

Page 29

Practice Questions

2024 Question

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Practice Questions

2023 Question #1 - Pyramids

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Page 31

Practice Questions

2023 Question #2 - Death rates

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Page 32

Practice Questions

SQA Sample Question #1

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Page 33

Practice Questions

2022 Question

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Practice Questions

SQA Sample Question #2

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Page 35

Practice Questions

2018 Question

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Page 36

Practice Questions

2017 Question

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Page 37

Practice Questions

2015 Question

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Page 38

Practice Questions

Specimen Paper Question

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Page 39

Guided Revision

Page 40

Guided Revision

Page 41

Practice Questions

2024 Marking Instructions

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Page 42

Practice Questions

2023 Marking Instructions - Pyramids

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2023 Marking Instructions - Death rates

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SQA Sample Marking Instructions #1

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Page 43

Practice Questions

2022 Marking Instructions

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Page 44

Practice Questions

SQA Sample Marking Instructions #2

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2018 Marking Instructions

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Page 45

Practice Questions

2017 Marking Instructions

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Page 46

Practice Questions

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2015 Marking Instructions

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Specimen Paper Marking Instructions

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