GEOGRAPHY

ADVANCED LEVEL

The syllabus is based on the belief that geography makes a valuable

contribution to education. This partly derives from the nature of the questions which
geographers raise and the variety of possible answers. The focus is on situations where
reasoned choices, based on a number of value judgements have to be made. The value of
geographical study also derives from the wide variety of learning experiences and
materials of which it makes use. The study of geography creates a need for open-
mindedness towards the solution of problems. Creative, critical thinking and problem-
solving are emphasized in this syllabus in which the content focuses on the study of the
people-environment system.

AIMS AND OBJECTIVES

1. KNOWLEDGE of people-environment systems in NATURAL,

AGRICULTURAL, URBAN and INDUSTRIAL landscapes, developed
through an understanding

1.1 (a) of distinctive landscapes using examples selected (where

possible) from Asia and other suitable areas outside Asia.
(b) of the principal components of these systems.
(c) of the interaction between people and their environment in a
variety of landscapes.
(d) of the role of people's perception of their environment, and the
choices and decisions they make as a result of this perception in
creating distinctive landscapes.

1.2 (a) that people are a part of a system comprising physical, biological
and socio-cultural environments.
(b) that people's place in the system enables them to alter the
interrelationships : the nature and magnitude of the changes are
often a result of people's decisions and activities.

2. COMPREHENSION and APPLICATION of the following principles :

2.1 that physical and cultural elements of a landscape may be organized or

grouped into natural and cultural units and regions.

2.2 that units and regions may posses closely similar or highly dissimilar
characteristics, and that change in character from one unit or region to
another may be abrupt or gradual.

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 4.1 Three key issues which concern geographers are:
(a) what factors, and in what order of significance, contribute to the
distinctiveness of landscapes ?
(b) to what extent do these factors reveal similarities and differences
between places ?
(c) can broadly similar areas be identified and classified into
landscape regions ?

4.2 In terms of a syllabus, these issues can be resolved into four major
questions:
(a) what features are visible on the earth's surface ?
(b) where on the earth's surface are these features located ? (their
spatial location and spatial distribution)
(c) why, or by what chain of events, are they there ? (in relation to
spatial interaction, spatial association, spatial change over time,
spatial processes and spatial structures)
(d) how are the features related spatially and functionally ?
(measures of these relationships derive from concepts such as
spatial association, spatial interaction and spatial change over
time)

5. TECHNIQUES AND SKILLS

Competency in the following techniques and skills are expected, namely the
ability to

5.1 extract information from varying data sources;

5.2 identify the main components and linkages of the system present;

5.3 draw explanatory inferences in the context of the geographical

concepts they have learnt.

6. VALUES

Candidates should be

6.1 aware not only of the particular geographical problems of Hong Kong,
but also be able to identify and examine similar problems in other parts
of the world.

6.2 committed to a balanced appreciation of problems not commonly found

in Hong Kong.

6.3 aware of and committed to the need to maintain and improve the quality
of people-environment systems in Hong Kong and elsewhere.

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 6.4 aware of the interdependence of communities throughout the world, and
value the need for international co-operation and good will.

6.5 aware of the value of the special contribution which geographers make to
the solution of people-environment problems.

THE EXAMINATION

1. There will be two examination papers, each of three hours' duration. Paper 1 will
consist of structured questions and Paper 2 of open-ended essay questions.

No. of
Paper Part/Section Description questions set Duration
1 Part I (Compulsory) Map question 1 3 hours
Part II Data 4
response,
A: Natural
Landscapes structured
questions
B: Agricultural 2
Landscapes
C: Urban And 4
Industrial
Landscapes
2 A: Natural Open-ended 4 3 hours
Landscapes essay
B: Agricultural questions 3
Landscapes
C: Urban And 4
Industrial
Landscapes

2. In Paper 1, candidates will be required to answer five questions (20% each),

including the compulsory map question in Part I and four questions from Part II.
Of the four questions attempted in Part II, one must be chosen from each section
and one other from either Section A or Section C. Questions will examine
candidates' understanding of the SYLLABUS CONTENT by means of either
data or stimulus response questions. The questions will be structured to test the
candidates' abilities to (1) extract and simplify data; (2) analyse relationships
which become apparent; and (3) where appropriate to evaluate possible
outcomes.

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3. In Paper 2, candidates will be required to answer a total of four questions (25%
each), one from each section and one other from either Section A or Section C.

4. Content areas and practical skills will be tested in both papers. Questions may
require candidates to use specific case studies/examples to illustrate their
answers, and may be set to test candidates' personal knowledge and application of
field work.

THE SYLLABUS CONTENT

I. LANDSCAPE INTERPRETATION

1. A primary objective is the development of the candidates' ability to use

the concepts, techniques and skills outlined in the objectives. The
application of these can be practised through the analysis and
interpretation of landscapes, which express people-environment
relationships in different environmental systems. Each landscape should
be studied with reference to the components, forms and processes which
make it distinctive from, or similar to, other landscapes. Case studies at
various scales should be developed and where possible supplemented by
field investigation.

2. Consequently candidates are expected to be able to demonstrate the

ability to analyse landscape information. They should be able to
(a) read, understand and interpret a variety of maps, charts and
diagrams at different scales.
(b) identify and interpret the interrelationships of physical and
cultural elements of landscapes from ground and aerial
photographs and from topographic maps.
(c) observe, measure and record systematically and accurately data
which are relevant to the solution of geographical problems, both
in the field and in the classroom.
(d) abstract, interpret and use written materials, such as reports,
tables, census data, newspaper reports, extracts from relevant
journals, magazine articles.
(e) draw appropriate illustrations (maps, diagrams, models,
landscapes sketches, graphs) and use them to complement and
add to written information.
(f) select and apply elementary statistical techniques (sampling
methods; statistical diagrams; measures of central tendency,
deviation and variability; correlation.)
(g) construct and test hypotheses in the classroom and the field in
order to solve geographical problems.
(h) present material and arguments in a structured and logical
manner and be familiar with geographical terminology.

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 3. With respect to the SYLLABUS CONTENT, candidates should be
able to recognize
(a) the nature of the environmental processes and responses;
(b) people's abilities to perceive the environment and how they
influence their decision-making in exploitation;
(c) the effects of this exploitation on the spatial distribution of
people's activities and the effects of the distribution of people's
activities on the ecosystem as a whole;
(d) the effects of economic, political, social and cultural systems and
attitudes.

II. LANDSCAPES

A. Natural Landscapes
1. Climatic System
(a) the energy budget, energy flow, spatial variation
(b) atmospheric moisture, processes, flows within the
system
(c) atmospheric circulation, air masses, major wind systems
(d) the interplay of (a), (b) and (c) which result in climatic
variation
2. Landform System
(a) plate tectonics and the distribution of major landform
features
(b) the drainage basin system and its variation in different
environments (tropical humid, tropical arid, polar)
(i) the hydrological cycle in the context of landform
development
(ii) the weathering sub-system
(iii) the slope sub-system
(iv) the channel sub-system
3. Biotic System
(a) ecosystem
(b) major factors influencing the formation of soils with
special reference to Oxisols and Aridisols
(c) factors influencing the development of vegetation
(d) plant-environment relationships at a global scale
(biomes) and at a local scale
4. An understanding of people-environment relationships within
the following environments :
(a) Tropical rain forest
(b) Tropical desert

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 B. Agricultural Landscapes
1. Farming as (a) an ecological system (b) an economic system :
(i) physical, social and economic components, interactions,
flows
(ii) effects on crops and/or livestock selection and
production
2. Spatial patterns in agriculture landscapes : land-rent and
distance-decay concepts, concepts of agricultural location (von
Thunen, Sinclair)
3. Impact of urbanization and industrialization on farming
4. Farming hazards (floods, droughts) : nature, magnitude and
frequency, effects and solutions

C. Urban And Industrial Landscapes

1. Location, spacing, size and functions of urban settlements
(Christaller)
2. Spatial patterns in urban landscapes
(a) land-rent and distance-decay concepts, concepts of
urban structure (Burgess, Hoyt, Harris and Ullman)
(b) urban population densities
3. Concepts of manufacturing location (Weber) : role of raw
materials, energy, labour, transport, market, technology,
behavioural and institutional factors; agglomeration and
decentralization
4. Urban problems : housing, transport
5. The impact of urbanization and industrialization on the quality of
the environment

III. EXAMPLES AND CASE STUDIES

The use of detailed examples and case studies is essential as bases for
developing and exemplifying arguments.

1. One or more case studies or detailed examples should be used within

each of the NATURAL, AGRICULTURAL, URBAN and
INDUSTRIAL LANDSCAPES. It is important that candidates are able
to relate concepts to reality within each of the landscapes.

2. Case studies are a useful means of bringing reality to candidates'

understanding. It may sometimes be possible to use case studies which
embrace a number of key ideas. This will synthesize understanding.
However, this will not be possible in all situations and detailed examples
may be more appropriate. An ability merely to quote named examples is
insufficient.

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 3. Some case studies are better developed at a micro scale whereas for
others, a macro scale may be applicable.

4. The selection of case studies should depend on the relevancy to the study
of a particular topic and should allow comparisons to be made wherever
appropriate. Areas should be selected from both within and outside Asia.
However, this syllabus is not intended to provide a comprehensive
regional/continental coverage.

5. The selection of case studies should accord with the general themes
outlined in Section II, and with the suggested interpretations in Section I
of the SYLLABUS CONTENT. It should also conform to the AIMS
AND OBJECTIVES stated at the beginning of this syllabus.

Pinyin spelling of Chinese place names, as well as other proper names, will be used in the
examination papers. Candidates are encouraged to use pinyin in their answers although
Wade-Giles spelling will also be accepted.

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