Human+Populations

__Outcomes__

Outcome 1 On completion of this unit the student should be able to evaluate the relative importance of factors that affect changes in human population and one other selected global phenomenon.

Outcome 2 On completion of this unit the student whould be able to compare and evaluate the effectiveness of responses and policies t o manage a global phenomenon from a human perspective.

[] I Hope you watched the Population video on ABC tonight. There is a great debate on Australian Population and the future...

If Australia were a village....based on the global village book.... media type="youtube" key="AAFu_gUwiM8" height="385" width="480"

**Week 1**

In Unit 4 we must study two global phenomenons. One must be Human Populations but as a class we will choose the other. I will take a majority vote on Monday 21st. Your options are: HIV/AIDS, desertification, wetlands, ageing populations.

HUMAN POPULATIONS - Why study? Why should we care?

We must think and plan for future populations. Population (that is the number of people) have a direct impact of land. On land for housing, resources such as food and minerals. It is predicted that the population in Australia will rise to 36 million by 2050 and Melbourne and Sydney will grow to 7 million each. More people = more competition.

On a map of the world and the website [|www.prb.org] find the 10 countries with the highest populations. This website is fairly easy to navigate, click on 'datafinder' then find where it says World Topics. Underneath there are some subheadings which you will find measured indicators. To find population size, click on Population Trends. simple! 1. Shade and label the 10 countries with ONE colour on your map. Dont forget to include a key! 2. Find the 10 countries with the highest GNP (PPP). You will need to go back and click on Economic subheading. 3. Shade and label these 10 countries on your map and add to the key.

In this Unit you wil be expected to be able to confidently describe Spatial Association. This is the comparison of TWO distribution patterns. A spatial association can be said to be strong, moderate, weak or non-existent. You have notes on this from last unit but just in case [|Describing distribution and SA.doc].

1. Describe the spatial association between countries with a population over 125 million and a PPP of over US$40 000 per capita. Use D.E.E.Q - Degree (strong/moderate/weak) Example, Exception, Quantification.

Model answer - //The spatial association between countries with a population over 125 million and a PPP of over US$40 000 per capita is weak. For example, countries with populations over 125 million tend to be located in Asia (5/10) but countires with a high PPP over US$40 000 tend to be located in Europe (3/10) ,certain parts of Asia (3/10) and the Middle East (2/10). However, The United States is an exception as it has both a population over $125 million and a PPP of more than US$40 000 per capita.//

Sometimes it is hard to fathom the enormity of numbers in the million and billions! I mean how do we imagine 1 billion people? The book "If the world were a village" by David Smith is an excellent way of trying to put this global scale into perspective. The world is 'shrunk' down to a village of 100 people at a ration of 1 to 67 million. If you missed story time in class, have a look at this presentation [|If the World were a Village.ppt].

Using the New Perspectives textbook, we read page 220, the introduction to Global Phenomena. Answer the following questions and complete for homework. Due Monday 21st June.

1.Define 'Global Phenomena' and give an example of a human and natural one. 2.Define urban and rural 3.Desrcibe the distribution of countries with a GNP of $25000 per capita in figure 4.1.1 on p 220.


 * Week 2 **

As a geographer it si important to know where countries are in the world and the continents they are found on. For Unit 4, this is extremely important. Complete the revision activty with the world map and an atlas (or internet) to refresh your knowledge. [|Globe revision.doc] [|THE WORLD.doc].

Global Phenomena - To ensure a good understanding of what these are and how it relates to our new unit, read the Unit 4 study design (linked on the home page) and complete the activity. [|Global Phenomenon fill in the blanks.doc]

Population distribution is how populations are spread out. Population density is how many people there are in a specific area (square kilometre). Watch the following video to get a better understanding. [|Pop density video]

Read p. 42 of the supplement as an introduction to Human Populations and complete activties 1 and 2. The describe the variation (differences) in population density in the USA using figure 2.2 and suggest reasons for th​e variations. Due Thursday 24th June.

Figure 2.2 is an example of Chloropleth maps. These maps show different values using colour and shading. You are expected to be competent with these for Unit 4.

Another type of map is the Proportional Bar map. It is the same as a proportional circle map but usies bars instead of circles. Complete the activties using the map of the world attached [|Prop bar map activties.doc] [|Proportional Bar World.pdf]. Due Thursday 24th June.

There are many indictors and population terminology you will need to be familiar with. On the handout [|Human Pop Key Terms.doc] there are definitions selected terms but they are not named. Each gives us specific information to compare countries and regions of the world to understand the dynamics and standards within. These days there are many organisation who collect data from regions around the world. Lucky for us because we can get loads of this data from one place. Ensure you have a copy of the [|2009 World Population Data Sheet.pdf]. This breaks down certain indicators into continents, regions and countries. We will be working with this over the course of the semester.

We will work through the following activity to use the data and see how it can be meaningful for us. Throughout the the activity [|World Population Sheet Activity.pdf] are the definitions of certain indictors.

Once you have read and understood them, transfer the name to your glossary.There will be a few that are not on there but we will go over in class. Due Friday 25th June

Describing trends is a must for this topic. Use thefoloowing handout to help with your understanding and this website as a check! [|Describing Trends.doc] []

**Week 3**

From the activties and lessons so far we should be able to apply general trends to developed and developing countries by indicators. Complete the top table of the attached worksheet (bottom table will be used later on) by stating what the 'general' trend is for each factor, e.g. developing countries tend to have higher birth rates... [|Population Global Trends.doc]

We have described the global distribution of populations including population densities. As geographers we also want to know reasons for patterns. We use the good old acronym of SHEEPT to explain the pattern. A lot of the factors are common sense, such as the landscape. Although technology has made populating harsh environments easier, we still avoid extreme condtitions like snow, alps and dense forests. The supplement breaks down the reasons well and so we will use it!

Read page 44 and 45 of the supplement. Create a table with 3 columns. First column is SHEEPT, 2nd column is 'explain how this factor can have an impact on population distribution', 3rd column is an example from the supplement.

You should also complete activity 1 from p.45 of the supplement. Due Thursday 15th July

Mortality rates are influenced directly by a country’s living conditions. There is a strong spatial association between global mortality rates, the quality of healthcare available and, in particular, clean drinking water. Globally, mortality rates have fallen considerably in the last 30 years: -increased maternal and infant healthcare -increase in access to safe drinking water -vaccination programs -increased agricultural production – more food supply -education programs on disease spreading and preventative measures

Birth rates have been slower to change than mortality rates. The factors influencing family size are more complex and perceptions of children may not be changed quickly. Birth rates have fallen when a combination of the following has occurred: -Increase in education -A rising value on women’s role in society -Marriage age and affluence -Access to and availability of contraception -Urbanisation decreases need for child labour -Changes in farming practices (such as picking machines) -Decline in infant mortality -Government incentives for smaller families -Government support for the elderly

You have all been given a table of various factors separated by SHEEPT factor that influence mortality, fertility and migration. You MUST be familiar and knowledgeable about reasons why populations change. The table is only on hard copy so if you need one or lose it see me.

Natural processes relate to one or more parts of the natural or physical environment. Examples include //normal events// such as rainfall, temperature and sunshine for the atmosphere, forest and crop growth, and river flow. Natural processes are also //extreme events// that influence population. These include tsunamis, tropical cyclones, hurricanes, floods, landslides and fire. Human Activities include industry, farming, cities, and movement and interaction between locations. How do the factors we have looked at relate to natural processes and human activities? Natural processes relate to environmental factors and human activities to social, economic and political factors.
 * NATURAL PROCESSES and HUMAN ACTIVITIES THAT INFLUENCE POPULATION CHANGE **

Activity: Using the case studies provided, you need to transgfer the relevant information into the table provided. Again these are only on hard copies so if you need them you must see me. This is homework and is Due Monday 19th July

We are unable to deny that world population has grown exponentially in the last century. It is possible to identify trends even before the 1900s. Until the 1750, population growth was slow as birth and death rates were high. This is explained well in your supplement, p. 46.
 * Global Population Change**

Our class activity was to complete a sort of timeline for the three time periods BEFORE 1750, 1750-1990 and AFTER 1990. Using the information, explain what was happening at each of these stages to global population.

As mentioned before, you must be familiar with lots of different types of data. Using the handout 'World Population change 1950-2050' and examine the graphs and data shown. To ensure we can accurately read data, complete the following activity. [|World Pop Change questions.doc]. You can also use the subsequent handout explaing 'Shifting geographical distribution'.

On a world map, use two different colours to mark the countries with a projected population increase and population decrease by 2050

There have many theories as to population patterns and changes. One theory is Mathusian Checks or 'natural checks. This is the idea that because population will outgrow food supply, and overpopulation would occur. Natural diasasters such as famine and disease or human wars would play the role of a 'natural check' to reduce the human population.
 * Demographic Transition Model**

In more recent times the Demographic Transition Model has suggested that countries go through a series of set stage on their journey to 'development'. There are four stages, although one more has been added.

Stage 1 = high birth and high death rates. This would have included pre-industrial countries and there would have been low population growth. Stage 2 = high birth rates but the death rate falls quickly due to better health care, agricultural practices and living standards. A number of African countries like Niger and Angola are in this stage. Population increase is high. Stage 3 = Falling birth rate and low death rate. Improvements in education, access to contraception and a richer more urban society lowers birth and fertility rates. The death rate is still declining but not as quickly. Stage 4 = Low birth and death rates. Low rate of natural increase. Urban and developed countries like France and Australia are here. Stage 5 = A result of an AGEING population. Death rate increases and birth rate is low. Countries have close to 0 population frowth or a declining population, like Russia and Japan.

Read supplement p.50 and complete activity 6 on p. 51. Also complete the 'Fill in the Gaps' handout.


 * Impact on People and the Environment**

There are many consequences to changing populations. This is explained on the foloowing handout.

Using the 'Impacts case studies' draw up four boxes in your book for Positive People, Negative People, Positive Enivornment, Negative Environment. Then transfer the relative example of an impact into the correct box, e.g. is an increase in supermarkets due to an increase in residents a negative/positive on people/environment? Give specific details of //type of change//, //its imapct// and //its location//.

=﻿CHINA CASE STUDY=

Watch the YouTube video [] and complete the following questions during [|Youtube China wiki.doc].

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media type="youtube" key="lDfa2iBJ-Qc" height="342" width="395"

We will be looking through a powerpoint on China's policies tomorrow, including past and present population pyramids. Flick through the presentation above and read p.52 of the supplement. I have also given you a handout [|Age Sex Graphs Handout.docx]

Also, have a look at the video above.

China is included as a case study on p. 56 of the supplement but we will also use this excellent PowerPoint below.



Complete a sample exam question. Using the [|2009 Exam Data book Figure 3.docx] answer the following question:

//Which of the age-sex structures, A, B or C, best fits a falling birth rate for the period 1984-2009? Give detailed reasons why.// Using page 56 of the supplement and the infortmation we have learnt from the presentation to create a timeline of significant events and changing population characteristics for China.

Using the two articles provided and our learning so far, summarise information on China's One Child Policy into the matrix. This has been handed to all of you and will be collected and marked. Due Friday 6th August

AUSTRALIA AS AN AGEING POPULATION
According to wikipedia - Population ageing is a shift in the distribution of a country's population towards older ages. This is usually reflected in an increase in the population's mean and median ages, a decline in the proportion of the population composed of children, and a rise in the proportion of the population that is elderly. It is most advanced in the most highly developed countries. Population ageing arises from two (possibly related) demographic effects: increasing longevity and declining fertility. An increase in longevity raises the average age of the population by increasing the numbers of surviving older people. A decline in fertility reduces the number of babies, and as the effect continues, the numbers of younger people in general also reduce.

Ageing populations:
 * Fertility rates are low
 * Death rates are low
 * Therefore natural increase is low
 * Life expectancy is high

Using the 2009 Population Pyramid on p. 61 of the supplement answer the following questions, choosing the best description:

1. Australia’s birth rate INCREASED/DECREASED in the last 30 years. Justify your answer

2. Australia has a LOW/HIGH life expectancy. Justify your answer

3. Females have a HIGHER/LOWER life expectancy than males. Justify your answer.

4. Australia has a LARGE/SMALL dependent population. Justify your answer.

Watch the following video

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1. Why is it important to keep older citizens engaged physically and mentally? 2. How is this encouraged?

Statistics of ageing populations will generally have similar trends. Using the 2009 Data Sheet complete the following table [|Australia as an Ageing Population Table.docx] and then use the information to write a sentence or two about '//what an ageing population is like'.media type="youtube" key="u37qIMrRnWE" height="269" width="403"// As a class we will focus on four government responses to an ageing population: Increasing the retirement age, Baby Bonus, Superannuation, Age Pension. Read through the article and answer the following questions, [|Australian Responses to Human Population.docx]

To save time and allow for a more detailed look at each of the responses above, we will split in groups and focus on one. I will then copy the completed matrix for everyone in the class.

As there is no class on Monday and our next isnt until Thursday, I have put together a single page worksheet to help you prepare for your research SAC 2A which will begin in week 6. [|Homework due 12 August.docx] You will do yourself a massive favour by completing this!

I have also put together a table for you to record statistics you might wabt to use inj the exam. It would be a good idea to use it. [|Unit 4 - statistics table.docx]