1. The course finished last lesson but what are you missing?
(something for you, something for me and something for us both)

2. Learning Objectives: Improve question choice skills
Share and grow knowledge
Identify weaknesses in knowledge and understanding
Score as highly as possible as quickly as possible!

3. Plan Part 1 (10 minutes) Team Kahoot – general review of knowledge
Teams given a set of exam questions (all different) –
Answer in note form as many questions as possible and score as highly as possible.
Part 3 (10 minutes)
Swap and mark
Part 4 (10 minutes)
Kahoot based on questions they have just answered
Easter work – all questions are on geography website ( and should be attempted bi Monday 16th April

4. 2017 1
Fig. 2 shows the relationship between air temperature and relative humidity.
2 (a)
(i) Describe the relationship shown in Fig. 2. [3]
(ii) State the temperature when condensation would occur. [1]
(b) Describe the atmospheric conditions that can lead to condensation occurring near the ground. [6]

5. 2017 1
(a) (i) Define the terms evaporation and incoming solar radiation. [4] (b) Explain how latitudinal excesses and deficits of radiation result in atmospheric transfers. [8] (c) To what extent is precipitation influenced by the landscape of both rural areas and urban areas? [10]

6. 2017 2 Q2
Atmosphere and weather 2 Fig. 1 shows a diagram of atmospheric circulation in the Northern Hemisphere.
Describe the main features of atmospheric circulation in the Northern Hemisphere shown in Fig. 1. [4]
(b) Describe and explain how seasonal variations may affect atmospheric circulation. [6]

7. 2017 2
8 (a) (i) Describe the terms reflected solar radiation and earth (terrestrial ) radiation. [4] (ii) Briefly explain what is meant by a temperature inversion. [3] (b) Describe and explain how land and sea breezes form. [8] (c) ‘The impact of global warming is mainly climatic.’ How far do you agree with this statement? [10]

8. 2017 3
2a) (i) Define the terms sensible heat transfer and latent heat transfer. [4] (ii) Briefly explain how land and sea breezes form during the day. [3] (b) With the aid of a diagram, explain how latitude can affect the global energy budget. [8] (c) ‘Urban effects on climate are more significant during the day than at night.’ How far do you agree? [10]

9. 2016 1
Fig. 1 shows the global surface air pressure (mb) for one month.
State the pressure at:
(i) A; [1] (ii) B. [1]
(b) State whether Fig. 1 shows the global surface air pressure (mb) for January or July. Give one reason for your answer. [3]
(c) Explain how the variation in surface air pressure contributes to the transfer of global energy. [5]

10. 2016 1
(a) (i) Define the atmospheric terms latent heat and evaporation. [4] (ii) Explain one way a temperature inversion forms. [3] (b) With the aid of diagrams, explain how convection and orographic uplift can lead to precipitation. [8] (c) To what extent does the distribution of land and sea affect the global distribution of temperature? [10]

11. 2016 2
Fig. 1 shows some components which may change as a result of global warming.
Using Fig. 1:
state two components which would be expected to increase during global warming; [2]
state two components which would be expected to decrease during global warming. [2]
(b) Explain two ways in which human activity may contribute to an increase in the rate of global warming. [6]

12. 2016 3 2 Photograph A shows early morning mist in a valley.
Using evidence from Photograph A, describe the weather phenomenon and explain how it may have been formed. [4]
(b) Describe and briefly explain two differences between daytime and night-time energy budgets. [6]

13. 2016 3 Briefly explain the greenhouse effect. [3]
(b) With the aid of a diagram, describe and explain the reasons for the latitudinal pattern of radiation excesses and deficits. [8]
(c) Examine urban effects on climate in comparison with surrounding rural areas. [10]

14. 2015 1
Fig. 1 shows the concentration of carbon dioxide (CO2) and the average annual surface temperature of the Earth, 1880 – 2005.
Compare the trend in carbon dioxide concentration with the trend in the average annual surface temperature of the Earth shown in Fig. 1. [4]
(b) Describe the causes of the increase of carbon dioxide in the atmosphere and explain how this increase could bring about changes in the surface temperature of the Earth. [6]

15. 2015 1 (i) Define the terms temperature inversion and dew. [4]
(ii) Briefly explain how fog is formed. [3]
(b) Using diagrams, explain why the amount of incoming solar radiation received at the Earth’s surface changes with latitude. [8]

16. 2015 2
Fig. 1A shows the proportions of greenhouse gases in the atmosphere that result from human activities. Fig. 1B shows the proportions of different human activities that produce greenhouse gases.
(i) Calculate the total percentage of carbon dioxide shown in Fig. 1A. [1]
(ii) Name the human activity that results in the greatest percentage of greenhouse gas emissions shown in Fig. 1B. [1]
(b) Using Figs 1A and 1B, briefly describe the relationship between agriculture and the production of greenhouse gases. [3]
(c) Explain how an increase in greenhouse gases can lead to global warming. [5]

17. 2015 2
(b) Using a diagram, explain how the Earth’s atmosphere is heated during the daytime. [8] (c) Describe and explain the pattern of the Earth’s pressure belts. To what extent does this pattern change seasonally? [10]

18. 2015 3
(a) (i) Define the atmospheric terms convection and orographic uplift. [4] (ii) Briefly explain how heat is transferred by ocean currents. [3] (b) With the aid of a diagram, explain the global pattern of wind. [8] (c) Describe global warming. To what extent might global warming bring about climate change? [10]

19. 2014 1
Fig. 2 shows the summer and winter temperatures for the central business district (CBD) and rural areas of Melbourne, Australia.
State the highest temperature recorded in Melbourne’s CBD. [1]
(b) Using Fig. 2, describe the pattern of the temperatures in summer and in winter for the CBD and the rural areas. [4]
(c) Explain why temperatures are different between the CBD and the surrounding rural areas. [5]

20. 2014 1
(a) (i) Define the terms fog and dew. [4] (ii) Briefly describe the albedo effect at the earth’s surface. [3] (b) With the aid of a diagram, explain why some parts of the earth have an excess of radiation energy and other areas have a deficit of radiation energy. [8] (c) Explain how clouds and rainfall are produced. Suggest reasons why not all clouds produce rainfall. [10]

21. 2014 2 Fig. 2 shows the annual radiation balance of the Earth.
What is the largest amount of short wave solar radiation received? [1]
(b) Describe the patterns of the latitudinal distribution of short wave and long wave radiation shown in Fig. 2. [3]
(c) Explain why there is a surplus of radiation energy in some parts of the earth and a deficit in others. [6]

22. 2014 2
(a) (i) Define the terms evaporation and condensation. [4] (ii) Briefly describe the forms in which moisture is present in the atmosphere. [3] (b) Explain why urban areas have higher temperatures and more rainfall but less mist than surrounding rural areas. [8]

23. 2014 3
Fig. 2A shows the Earth’s radiation balance for one year. Fig. 2B shows a model of atmospheric circulation.
Name the features in Fig. 2A labelled: (i) X, [1] (ii) Y. [1]
(b) Describe what is happening at Z and state the latitude. [2]
(c) Using Fig. 2B, describe and account for the nature of atmospheric circulation and how it contributes to the transfer of heat around the Earth’s surface. [6]

24. 2014 3
(a) (i) Define the atmospheric terms condensation and sublimation. [4] (ii) Briefly describe what is meant by temperature inversion at the Earth’s surface. [3] (b) With the aid of a diagram, explain how urban areas affect temperatures in comparison with surrounding rural areas. [8] (c) Describe the factors that influence local energy budgets and discuss the resulting weather phenomena of mist, fog, dew and land and sea breezes. [10]

25. 2013 1 Fig. 2 shows the mean (average) temperatures in July.
Describe the location of the area showing the highest mean (average) temperatures. [2]
(b) Explain why the highest mean (average) temperatures are found in the location you have described in (a) rather than at the equator. [4]
(c) Explain why temperatures recorded over land often differ from those recorded over sea at the same latitudes. [4]

26. 2013 1 (i) Define the terms evaporation and condensation. [4]
(ii) Briefly describe the factors that influence the rate of evaporation. [3]
(b) With the aid of diagrams, explain how convectional rainfall and orographic rainfall are produced. [8]
(c) Explain how greenhouse gases influence the temperature of the earth’s atmosphere. To what extent could an increase in greenhouse gases lead to climate change? [10]

27. 2013 2 Fig. 2 shows Hadley cells located either side of the equator.
(i) State whether the pressure is high or low at A on Fig. 2. [1]
(ii) State whether the pressure is high or low at B on Fig. 2. [1]
(b) Explain how the Hadley cells operate and describe the contribution they make to the circulation of heat and winds on the earth’s surface. [6]
(c) Briefly describe one other method by which heat is transferred around the earth’s surface. [2]

28. 2013 2
(i) Define the terms latent heat transfer and sensible heat transfer. [4]
(ii) Briefly explain how radiation cooling occurs. [3]
(b) With the aid of a labelled diagram, explain how the earth’s surface and atmosphere are heated during the daytime. [8]
(c) Explain how the uplift of air can result in rainfall. [10]

29. 2013 3
Fig. 2 shows isotherms for Dublin, an urban area in Ireland, on a day in November at 10.00pm (22.00 hours).
State the highest and lowest isotherms as shown on Fig. 2. [2]
(b) Describe the pattern of isotherms shown on Fig. 2. [3]
(c) Explain how urban areas have an effect on precipitation, pollution and winds in comparison with surrounding rural areas. [5]

30. 2013 3 (i) Define the terms condensation and evaporation. [4]
(ii) Briefly explain what is meant by latent heat transfer. [3]
(b) With the help of diagrams, explain how land and sea breezes are created. [8]