1. What is it, and what does it tell us?
Clark’s Sector model
What is it, and what does it tell us?

2. What is the pattern being shown here
What is the pattern being shown here? Pic 1 – Farming in Kenya; Pic 2 – Industry in China; Pic 3 – London Financial District.
What do you think Clark’s Sector Model is all about?

3. The Clark-Fisher Sector Model
Link from this slide to office for national statistics infographic on 170 years of industrial change in the UK. Students to have a look at this and think about how it relates to the Clark Sector Model. Also useful information about how technological advancements have influenced changing employment structure etc. Make notes on key points. Look at the map showing the regions with the highest percentages of workers in each industry sector – how does this link to the types of resources that there will be demand for? E.g. Agriculture, forestry and fishing in Powys means that there needs to be good farm land/water supply, space for forests, fish etc Human health and social work in Denbighshire means that there must be the appropriately skilled people (remember people are a resource) etc.
The Clark-Fisher Sector Model

4. What does Clark’s sector model tell us?
The model shows the transition from an economy dominated by the primary sector to one dominated in turn by the secondary, tertiary and quaternary sectors.
Change occurs because success in one sector produces a surplus revenue which is then invested in new industries and technologies.
Example: Cotton industry in the UK encouraged textile machinery, metallurgical industries and service industries.

5. Describe the sectors of the economy illustrated by the photos below.
Briefly describe the changes that occur in the three stages of the model.
Why does the fall in primary employment slow considerably in the post-industrial stage?
Account for the changes that occur in secondary employment from one stage to another.
Explain the contrasting trends in tertiary and quaternary employment in the post industrial stage.
A – photo 1 = tertiary (service) sector (school), photo 2 = secondary sector (power station).
B - The model shows the transition from an economy dominated by the primary sector to one dominated in turn by the secondary, tertiary and quaternary sectors.
C – Even in a post industrial society there is still demand for primary products (farming, fishing), a point will be reached where the minimum number of workers are employed in this sector to meet demand and so levels cannot fall any further. Additionally, if there are enough natural resources then a significant amount of people will still be employed in mining etc (eg USA).
D - Change occurs because success in one sector produces a surplus revenue which is then invested in new industries and technologies.
E - Quaternary jobs involve research and development e.g. IT. In Clark’s model we can see that Tertiary jobs have reached a peak in the post industrial period and levelled off, however, Quaternary employment has only been introduced in this stage and, although it only accounts for a relatively small percentage of jobs, it is rising rapidly.

6. How does location influence the demand for resources?
Brainstorm – climate is the main reason – cold = greater demand for energy for heating/hot = greater demand for water. Proximity to natural resources e.g. Industries will locate close to raw materials. Sometimes the location is the resources e.g. Landscape as a tourist attraction.

7. Factors influencing resource development
Favourable economic conditions (e.g. high prices) which make resource development profitable
Natural resources with technology available to find, extract, transport and utilise
Resource Development
Broadly speaking the principal factor that influences the supply and demand for a natural resource is technology. This includes the technology to find, extract, transport to market and use a resource. There is, however, one other important influence: economics. A resource will only be exploited if its development is profitable. E.g. when the world price for tin is high, it becomes profitable to mine tin in Cornwall. When prices plummet it is not worth digging ore out of the ground and the tin mines close.
Factors influencing resource development

8. ECOLOGICAL FOOTPRINT: A sustainability indicator which expresses the relationship between population and the natural environment. It accounts for the use of natural resources by a country’s population.
GLOBAL BIOCAPACITY: The capacity of global ecosystems to produce useful biological materials and to absorb waste materials generated by humans using current management schemes and extraction technologies.
GLOBAL HECTARES (gha): One global hectare is equivalent to one hectare of biologically productive space with world average productivity.
Key Words

9. Who consumes the most? Meat Wood
But for some resources, consumption depends upon the end use to which that resource is put, as typified by wood. While rich nations use more of it in the form of paper and packaging, poor predominantly rural nations rely on wood to a greater extent for construction and particularly for fuel. Finland, which produces large quantities of paper, is the greatest per-capita user of raw timber, but African (Ethiopian flag) and Asian (Indian flag) countries are the largest users of fuelwood. Japan, though widely criticized for its harvesting of tropical timbers from Southeast Asian rainforests, lies well down the global list of timber consumers.
A typical example is meat. China, with the world's largest population, is the highest overall producer and consumer of meat, but the highest per-capita consumption in the world is that of the United States. The average United States citizen consumes more than three times the global average of 37 kilos per person per year. Africans (Chad flag) consume less than half the global average, and South Asians (Bangladesh flag) consume the least, at under 6 kilos per person per year
Who consumes the most?

10. Describe what the chart shows
Describe what the chart shows. (Unable to find a more up to date graphic).
Most consumption still occurs in industrialized nations; according to the World Bank, the 2.3 billion residents of low-income countries accounted for less than 3% of public and private consumption in 2004, while the 1 billion residents of high-income countries consumed more than 80% of the global total (See Figure 1.) In this same year the United States accounted for 4.6 percent of the world's population and 33 percent of global consumption--more than $9 trillion U.S. dollars.
Rich Nations, Poor Nations
20% of the people in developed nations consume 86% of the world’s goods.
12% of the world's population uses 85 percent of its water.
Globally, 20% of the world's people in the highest-income countries account for 86% of total private consumption expenditures - the poorest 20% account for a minuscule 1.3%. Specifically, the richest fifth (1/5):
Consume 45% of all meat and fish, the poorest fifth consume 5%.
Use 58% of the total energy, the poorest fifth use less than 4%.
Have 74% of all telephone lines, the poorest fifth have 1.5%.
Consume 84% of all paper, the poorest fifth use 1.1%.
Own 87% of the world's vehicle fleet, while the poorest fifth own less than 1%.
Global Consumption 2005

11. With reference to examples, outline the factors that determine and influence the supply and use of resources. (30 marks)

12. Mark Scheme KNOWLEDGE AND UNDERSTANDING
Level : Detailed knowledge and understanding. The main factors are well understood. Effective use of detailed examples.
Level : Some knowledge and understanding. The main factors are understood. Some use of examples.
Level : Limited knowledge and understanding. Factors not well understood. Limited examples.
ANALYSIS, INTERPRETATION AND EVALUATION
Level : Clear analysis and effective evaluation of the level of significance of different factors. Recognition of variation between the importance of factors for different resources.
Level : some analysis, limited evaluation and some recognition of variation.
Level : Limited analysis. No attempt to evaluate the level of significance of different factors.
INVESTIGATE, CONCLUDE AND COMMUNICATE
Level 3 – 4: Answer is well structured with effective use of grammar and spelling. Geographical terminology is used accurately. There is a clear conclusion.
Level 2 – 3: Answer may have poor structure with some inaccurate spelling and inaccurate use of geographical terminology. Limited conclusion.
Level : Communication is basic with little structure and inaccurate spelling. There is no attempt at a conclusion.
With reference to examples, outline the factors that determine and influence the supply and use of resources. (30 marks)
Factors: Social (trends e.g. organic food, population growth, technology), Economic (how valuable a resource is), Physical (whether or not a resource is available, how much of it there is, how easy it is to get to), Political (law e.g. green energy). To get level 3 all FOUR of the factors need to be included.
Examples: Wood, oil, uranium, water, tin. To get level 3 there needs to be lots of detail, not just facts/figures but also clear explanation of how the supply and use of each resources has changed over time and what has caused these changes.
Evaluation: For level 3 you need to show how for different examples some factors are more important than others. For example, for tin it is the price of the commodity, for oil it has been technological development etc. So it needs to be more than just a examination of the different factors that influence supply and demand, there must also be a recognition that these factors change over time and with different resources.
Communication: Is there a clear introduction/conclusion? Is the essay plan logical in its structure – can you see where the paragraph breaks would be? Does the conclusion refer back to the essay question, does it summarise the key points and then make a final closing point? Is the spelling accurate? All of this is needed for full marks.

13. 12-14 = E 5-17 = D 18-20 = C 21-23 = B 24-30 = A So, How Did You Do?