Many of the precautions mentioned above are expensive to apply, and are not even always practicable. Developing countries cannot afford them, thus the chances are slight that they will apply these possible solutions. Therefore the impact of floods remains a substantial problem in these developing countries.
Activity 4:
To find solutions that will prevent floods
[lo 2.3]
Can you think of any other solutions that will prevent floods?
Assessment
| Learning Outcomes(LOs) |
| LO 2 |
| GEOGRAPHICAL KNOWLEDGE AND UNDERSTANDINGThe learner will be able to demonstrate geographical and environmental knowledge and understanding. |
| Assessment standards(ASe) |
| We know this when the learner: |
| 2.1 describes and explains how natural hazards such as volcanoes, earthquakes and flooding occur, and their impact on human lives and socio-economic activities [people and places];2.2 investigates and explains why some people face a higher risk than others with respect to natural hazards [people and resources];2.3 identifies how risks and hazards can be managed [people and the environment]. |
Memorandum
Activity 1:
- The earth’s climate is presently changing. It is also a well-known fact that the climate of the earth has indeed changed in the past – think of the earlier ice age.
- It is highly probable that the earth’s climate will change in future. This will certainly not happen in our lifetime. It is a gradual process that takes place over millions of years.
- We know that there has lately been a lot of talk about the so-called “hothouse effect” and “global heating”. This is true, but the world is surely not going to change into a melting-pot in a few years’ time.
- Research has shown that parts of South Africa experience periods of wet and dry conditions. A wet period lasting from 7 - 9 years is usually alternated with a dry period of about 7 - 9 years. Past forecasts have indicated that the 1990’s would be “wetter”, followed by “drier” years after 2000. This seems to be quite accurate if we look at the present situation.
Activity 2:
Learners do research on the results of floods.
They could possibly elaborate on some of these answers:
- Loss of lives;
- People left homeless, causing famine and disease;
- Houses, buildings and roads are damaged. a Complete town can be wiped out in this way;
- Electricity, water and sewage services are destroyed;
- Everything is buried under mud;
- Serious pollution (especially water pollution) causes health hazards;
- People lose all their personal belongings, crops and/or livestock. This has serious financial implications for the population and the government alike;
- Damwalls may break, causing floods. The country’s productivity is adversely affected and the economy is put under severe pressure;
Communication services break down. There is no contact with the outside world and rescue teams cannot reach the area.
Activity 3:
- As squatter camps usually spring up in lower-lying, poorly drained areas, the impact of floods is even worse there.
- People are left homeless and the informal houses are flooded or completely destroyed.
- People may drown.
- People lose all their personal belongings and become even poorer, for they have no other reserves.
- Electricity, water and sewage services are interrupted, if it ever existed.
- Transport systems are damaged and people cannot evacuate the area.
Activity 4:
Learners try and find possible solutions for floods and state their own views.
