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Tropical Cyclone Nivar – Geography Grade 12 Research Task

On this page, we have compiled a general guide for Grade 12 Geography Students who are doing their research on Tropical Cyclone Nivar.

In November 2020, Tropical Cyclone Nivar emerged as a significant meteorological event, marking itself as only the third cyclone to make landfall in India since the formidable storm Amphan earlier in May of the same year. This educational article delves into the formation, trajectory, and impacts of Cyclone Nivar, equipping students with a comprehensive understanding of its dynamics and effects.

Table of Contents

Why do tropical cyclones such as Nivar develop in late summer?

Tropical Cyclone Nivar developed in the Bay of Bengal during late November 2020, a period when ocean temperatures are warm enough to support cyclone formation. Warm sea temperatures are crucial for cyclone genesis, providing the energy needed for these systems to develop and intensify.

What is the impact of coriolis force and latent heat on the development of tropical cyclone Nivar?

The Coriolis force and latent heat were instrumental in the development of Tropical Cyclone Nivar. The Coriolis effect, due to the Earth’s rotation, gives the storm its spinning motion, while the release of latent heat during water vapor condensation supplies the energy that fuels the cyclone’s intensification and sustenance.

Discuss the stage of development of the tropical cyclone Nivar.

Forming in the Bay of Bengal, Tropical Cyclone Nivar made landfall between 26 and 28 November 2020, hitting Puducherry and parts of Tamil Nadu, including Chennai, as well as Andhra Pradesh. Initially classified as ‘very severe’, Nivar weakened to ‘a severe cyclonic storm’ after landfall, demonstrating the typical lifecycle of tropical cyclones as they interact with land.

Why can category 1 tropical cyclones be more destructive (damaging) than category 5 tropical cyclones?

Though not explicitly detailed in the reports on Nivar, it is understood that category 1 tropical cyclones can cause significant damage, particularly if they affect vulnerable, densely populated areas, due to prolonged wind, rain exposure, and the heightened potential for flooding, as observed with Nivar’s impact.

How did this tropical cyclone impact the following?

Environment.

Tropical Cyclone Nivar led to extensive environmental damage, including over 1000 uprooted trees, flooding, and blocked waterways, showcasing the significant environmental disruption that can occur with such storms.

Nivar caused substantial economic losses through flooding, destruction of crops and plantations, damage to infrastructure, and the disruption of power supply, underscoring the broad economic impacts of cyclones.

People/Communities

The cyclone claimed four lives, injured several, and displaced thousands, with around 175,000 people taking shelter in rescue shelters. Evacuation efforts and the imposition of prohibitory orders to restrict movement were critical responses to safeguard communities.

What precautions can be implemented/ or has been implemented to reduce the impact of the tropical cyclone.

The local government/government of the country.

Preventive measures included mass evacuations, the deployment of the National Disaster Response Force (NDRF) , and advisories on cyclone preparedness. Tamil Nadu’s government also took measures to prevent metropolitan flooding in Chennai, showcasing proactive disaster management.

The local residents

Local residents were advised to secure their homes, switch off utilities, and heed official warnings. Such preparedness actions are crucial for minimizing personal and property loss during cyclones.

Evaluate the impact of Global Warming on the frequency (regularity) of tropical cyclones such as Nivar.

The warming of oceans, attributed to climate change, is linked to more intense cyclones and dangerous storm surges in the Bay of Bengal, as observed with Nivar. Conditions like La Nina further contribute to favorable cyclogenesis environments, suggesting that global warming may increase tropical cyclones’ frequency and severity.

Conclusion/Summary

Tropical Cyclone Nivar serves as a stark reminder of the devastating potential of tropical cyclones and the importance of preparedness, early warning systems, and effective disaster response mechanisms. The cyclone’s impacts on the environment, economy, and communities highlight the multifaceted challenges posed by such natural disasters, reinforcing the need for comprehensive strategies to mitigate their effects in an era of climate change.

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Grade 12 Tropical Cyclone task

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Tropical Cyclone Batsirai hit the south-east coast of Madagascar in February 2022. At least 121 people lost their lives, including 87 people who reportedly died following landslides .

This task tests the basic Cyclone terminology and looks at helping students understand case study vs theory

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GEOGRAPHY Gr. 12 Tropical Cyclones T1 W2

Characteristics, formation, weather conditions and management of Tropical cyclones discussed

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Grade 12 Geography

Geography grade 12 research tasks (topics) and memos (sba).

Geography Grade 12 Research Tasks (Topics) and Memos for: term 1, Term 2, Term 3 and Term 4

Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and assist with the learners’ development to improve the process of learning and teaching. Assessment should be both informal (assessment for learning) and formal (assessment of learning). In both cases regular feedback should be provided to learners to enhance the learning experience.

School-based assessment (SBA) is a purposive collection of learners’ work that tells the story of learners’ efforts, progress or achievement in given areas. The quality of SBA tasks is integral to learners’ preparation for the final examinations.

This booklet serves as a resource of four exemplar SBA tasks to schools and subject teachers of Geography. SBA marks are formally recorded by the teacher for progression and certification purposes. The SBA component is compulsory for all learners. Learners who cannot comply with the requirements specified according to the policy may not be eligible to enter for the subject in the final examination.

The formal assessment tasks provide the teacher with a systematic way of evaluating how well learners are progressing. This publication includes tests, a project and a case study. Formal assessment tasks form part of a year-long formal programme of assessment. These tasks should not be taken lightly and learners should be encouraged to submit their best possible efforts for final assessment.

The teachers are expected to ensure that assessment tasks are relevant to and suitable for the learners being taught. Teachers should adapt the tasks to suit learners’ level of understanding and should be context-bound; however, they should also take cognisance of the requirements as set out in the Curriculum and Assessment Policy Statement (CAPS) document.

• 1 What Skills are Assessed for Research Tasks in Grade 12
• 2.0.1 Guideline: Geography Grade 12 Research Tasks
• 2.1 Geography Research Project Topics for Grade 12 South Africa
• 3 Step 2: Background information about an area of study
• 4 Step 3: Mapping
• 5 Step 4: Methods of data collection
• 6 Step 5: Analysis and synthesis of data
• 7 Step 6: Recommendations and possible solutions
• 8 Step 7: Conclusion – accept or reject the hypothesis
• 9 Step 8: Bibliography
• 10 More Geography Grade 12 Resources
• 11 Mid Latitude Cyclones Notes Grade 12
• 12 Geography Grade 12 2019 Exam Papers and Memos
• 13 Geography Grade 12 2020 Past Papers and Memos
• 14 Geography Grade 12 Research Tasks (Topics) and Memos (SBA)
• 15 Grade 12 Geography Exam Papers and Memos for 2019 September and November
• 16 Geography Mind the Gap study guide: Grade 12 Download

What Skills are Assessed for Research Tasks in Grade 12

The following skills are assessed. Some/All of these skills may be tested in any external examination:

• Gathering data
• Interpreting data
• Analysing data
• Comparing different sets of data
• Representing data in written, graphic or mapped format
• Problem-solving
• Drawing conclusions
• Hypothesis statements

Research framework for assessment (Guideline on administration of research task)

Step 1: Formulating a hypothesis/problem statement.

Guideline: geography grade 12 research tasks.

Step 1: Formulating a hypothesis/problem statement. As Geographers we seek to understand and explain the interactions amongst humans, and between humans and the environment in space and time. This is achieved by asking questions or making informed geographical decisions. This entails the development of a hypothesis or a problem statement to be tested.

• You have to choose a specific area of study where a geographical problem exists.
• During this stage, a geographical question showing a problem is asked.
• Identify the problem from a local area.
• Formulate a hypothesis or a problem statement. (Hypothesis research is used to prove that certain variables are dependent on or independent of each other. Problem statement research is only to highlight that a specific problem exists in a specific community.)
• You should then follow the steps of research to ensure that the geographical question is answered.

Geography Research Project Topics for Grade 12 South Africa

• The value of property along north-facing slopes is higher than the value of property along south-facing slopes in Meyersdal, Gauteng (choose local area).
• The cause of rural-urban migration in Ndwedwe, KwaZulu-Natal (choose local area), is the lack of service delivery in the health sector.
• Climate change will impact negatively on grape farming and related industries in the Western Cape.
• The closing down of many primary schools in Lusikisiki (Eastern Cape) (choose a local area) is due to a decline of the population in the age group 7 to 15 years.
• The poor condition of roads (specify the names of the roads) leading to/in Harrismith, Free State (choose local area), is due to the lack of proper planning by the local municipality.
• The impact of building a dam along the Jukskei River in Gauteng (choose local area) upstream of Alexandra will reduce flooding and the subsequent loss of life in Alexandra.
• The e-toll system will impact negatively on the economic position of people using private transport in Gauteng.
• The e-toll system will impact positively on traffic flow to the major urban centres in Gauteng.
• Informal settlements in the Vhembe district of Limpopo have low levels of development due to the lack of provision of basic needs (choose ONE informal settlement in your local area.)
• Overcrowding of informal settlements is due to the lack of proper planning by the local government (choose local area).

Step 2: Background information about an area of study

• You must explain where in South Africa the study area is located. (This can be indicated on the map.)
• Describe the study area in terms of its exact position (degrees, minutes and seconds).
• Provide relevant information about the area, for example population of the area or climate of the area.

Step 3: Mapping

• You must provide a map of the area in question.
• During this stage you must create a buffer zone around the area where the geographical problem exists.
• The map should have a clear legend/key and must be drawn to scale. The scale must be indicated on the map.
• If the map used covers a wider area, buffer zones around the area of study should be created.
• The map used should be the most recent map of the study area

Step 4: Methods of data collection

(a) PRIMARY DATA SOURCES

• The use of questionnaires
• Observations
• Field trips

(b) SECONDARY DATA SOURCES

• Newspaper articles
• Government department statistics

Step 5: Analysis and synthesis of data

• Learners must use collected data now to formulate a discussion around the existing geographical problem. • At this stage learners should represent some of the information graphically where necessary, for example graphs and sketches. • Learners must analyse graphic information during this stage.

Step 6: Recommendations and possible solutions

• Learners should now make recommendations to solve the geographical problem in question. • Learners should present their original and realistic opinions as far as they possibly can.

Step 7: Conclusion – accept or reject the hypothesis

• Learners should now take a decision to either ACCEPT or REJECT the hypothesis.
• Learners must give reasons for either ACCEPTING or REJECTING the hypothesis

Step 8: Bibliography

• Learners must include a comprehensive bibliography.
• Learners must list websites in full.
• Learners must include annexures of questionnaires and interviews conducted

More Geography Grade 12 Resources

• Geography 2020 Past Papers
• Geography 2019 Past Papers

Grade 12 Geography Exam Papers and Memos for 2019 September and November

• Geography Grade 12 Research Tasks (Topics) and Memos

Mid Latitude Cyclones Notes Grade 12

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Geography grade 10, main reasons why is south africa regarded as a developing country.

Reasons why is South Africa regarded as a developing country: South Africa has a great economic infrastructure and natural resources that characterize its economy. In South Africa, there is outstanding progress in the field of industry and manufacturing. South Africa, however, is still characterised as a developing country and not a developed country.

• 0.1 6 Characteristics of a Developed Country
• 0.2 5 Reasons why is South Africa regarded as a developing country

6 Characteristics of a Developed Country

1. Has a high income per capita.  Developed countries have high per capita incomes each year. By having a high income per capita, the country’s economic value will be boosted. Therefore, the amount of poverty can be overcome.

2. Security Is Guaranteed.  The level of security of developed countries is more secure compared to developing countries. This is also a side effect of sophisticated technology in developed countries. With the sophisticated technology, security facilities and weapons technology also develop for the better.

3. Guaranteed Health.  In addition to ensuring security, health in a developed country is also guaranteed. This is characterized by a variety of adequate health facilities, such as hospitals and medical staff who are trained and reliable.

4. Low unemployment rate.  In developed countries, the unemployment rate is relatively small because every citizen can get a job and work.

5. Mastering Science and Technology.  The inhabitants of developed countries tend to have mastered science and technology from which new useful products such as the industrial pendant lights were introduced to the market. Therefore, in their daily lives, they have also used sophisticated technology and modern tools to facilitate their daily lives.

6. The level of exports is higher than imports.  The level of exports in developed countries is higher than the level of imports because of the superior human resources and technology possessed.

5 Reasons why is South Africa regarded as a developing country

1. South Africa has a low Income per year.  Annual income in developing countries is not as high as in developed countries due to the high unemployment rate.

2. In South Africa, security is not guaranteed.  Unlike in developed countries, security in developing countries is still very minimal and inappropriate. Therefore, crime rates in developed countries such as South Africa tend to be relatively high.

3. South Africa has a fast-growing population . According to the World Population Review , South Africa’s population will continue to grow until 2082, reaching just over 80 million people before plateauing and slightly declining the rest of the century. South Africa’s population growth rate is currently 1.28% per year. Developing countries have a very large average population compared to developed countries because of uncontrolled population development. This is also a result of the lack of education and health facilities.

4. The unemployment rate in South Africa is high.  South Africa has an unemployment rate of 34.4% in the second quarter  of 2021. In developing countries, the unemployment rate is still relatively high because the available job vacancies are not evenly distributed. In addition, the level of uneven education is also one of the factors causing the large unemployment rate.

5. Imports are higher than exports.  Due to the low management of natural resources and human resources in developing countries, developing countries more often buy goods from abroad. To eliminate the barriers of being a developed country, South Africa must reduce imports and must refine and develop its agricultural sector.

Characteristics of Developed and Developing Countries

Why_is_South_Africa_Still_a_Developing_Country

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CLIMATE AND WEATHER GRADE 12 NOTES - GEOGRAPHY STUDY GUIDES

• Introduction
• Factors affecting the South African climate
• Local climate (valley and city climate)

1.1 Introduction

Our focus will be on the South African climate, mid-latitude cyclones, tropical cyclones, sub-tropical anticyclones and local climate (valley and city climate). But first we need to understand synoptic weather charts (maps), and satellite images. 1.1.1 Synoptic weather map interpretation To better understand weather patterns and weather phenomena you need to be able to interpret the synoptic weather map. A synoptic weather map shows weather conditions and phenomena (temperature, precipitation, wind speed and direction, atmospheric pressure and cloud coverage) over a wide area at a given time based on worldwide observations recorded at the same time (from weather stations, airplanes, weather balloons and satellites). On a synoptic weather map there are lines called isobars:

• These lines join points of equal pressure (all along one isobar the pressure is the same).
• The pressure is measured in hectopascals (hpa)/millibars (mb).
• The isobars form patterns (shapes formed by many isobars). Figures 1.1.1A shows a low pressure and high pressure cell
• Cloud cover
• Wind direction
• Air temperature
• Dew point temperature
• Precipitation (any form of water falling from the sky, e.g. rain, hail, snow and ice)
• Tropical cyclone (look for the symbol on the synoptic chart)
• Low pressure over the land (see the low pressure cell in Figure 1.1.1E)
• South Indian high pressure found south east of South Africa is further south (see the high pressure cell in Figure 1.1.1E)
• Generally high temperatures over the land

Make sure you know which features to look out for on the chart you are given. Winter synoptic weather chart Figure 1.1.1F shows a typical winter synoptic weather chart of South Africa. The features of a winter synoptic weather chart to note are:

• Cold fronts moving over the land
• Dominant Kalahari high pressure over the land (look for a large high pressure cell over the land)
• South Indian high pressure and the South Atlantic high pressure are closer to the land and further north
• Generally low temperatures over the land

1.1.2 Global air circulation These are winds that cover large areas over the Earth’s surface. There are three global wind systems:

• The tropical easterlies
• The westerlies
• The polar easterlies

1.2 Cyclones

• Cool temperatures
• Very low pressure
• Overcast conditions, cumulonimbus clouds
• Thunderstorms

Weather behind the cold front (see point 2 in Figure 1.2.1A above):

• Cold temperatures
• High pressure
• Partly cloudy conditions, cumulus clouds
• temperature of 27°C and more
• Coriolis force
• enough moisture
• less function

Table 1.1 compares the characteristics of mid-latitude cyclones and tropical cyclones.

You must know the characteristics of each cyclone. In the exam these characteristics are typically asked in one of three ways:

1.3 Factors affecting the South African climate

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There are three factors that have the greatest impact on South Africa’s climate:

• South Africa is surrounded by oceans and ocean currents.
• South Africa is mostly found on a plateau.
• South Africa is affected by the subtropical high pressure belt.

These three factors cause the typical weather we experience in each season. Let us look at each factor in more detail. 1.3.1 The impact of the ocean and the ocean currents on South Africa’s climate Much of South Africa is surrounded by oceans. The oceans affect the temperature at the coast and inland as follows:

• Water heats up slowly and cools down slowly.
• This moderates temperatures along the coastline (i.e. the minimum and maximum temperatures are not very far apart) – also known as maritime.
• This causes temperatures inland to be extreme (i.e. the minimum and maximum temperatures are very far apart) – also known as continental.
• The currents on our east and west coasts have the greatest impact on South Africa’s climate.
• The warm Mozambique current flows along our east coast.
• The cold Benguela current flows along our west coast.
• The warm Mozambique current causes high temperatures and more rain on the east coast.
• The cold Benguela current causes low temperatures and less rain on our west coast.
• The east coast gets rain all year round, so it will have a higher rainfall.
• The west coast is an arid (desert) region so it receives very little rain.
• South Atlantic high pressure (SAHP)
• South Indian high pressure (SIHP)
• Kalahari high pressure (KHP)
• The South Atlantic high pressure causes cool, dry winds to blow onto the south-western Cape.
• The South Indian high pressure causes warm, moist winds to blow onto the east coast.
• It causes generally clear skies and warm temperatures because the air is descending and dry (in winter).
• It results in only summer rainfall occurring on the plateau.
• Name the high pressure cells labelled A and B. (2 × 2 = 4)
• Give TWO pieces of evidence from the map that this is a summer map. (2 × 2 = 4)
• Identify the low pressure cell labelled E. (1 × 2 = 2)
• Name the fronts labelled F and H. (2 × 2 = 4)
• In which direction does this cyclone generally move? (1 × 2 = 2)
• Describe how front F will affect the weather of Cape Town. (3 × 2 = 6)
• What type of cyclone is Cathy? (1 × 2 = 2)
• State how many cyclones have occurred for this season, including Cathy. (1 × 2 = 2)
• In which direction does this cyclone move? (1 × 2 = 2)
• List TWO conditions necessary for this cyclone to form. (2 × 2 = 4)
• Refer to the weather station labelled D and describe the weather in terms of: cloud cover, wind speed, wind direction, air temperature, dewpoint temperature. (4 × 2 = 8) [40]

1.4 Local climate (valley and city climate)

Valley climate occurs on a local scale and lasts for a few hours. In this section we will focus on:

• Anabatic and katabatic winds
• Anabatic winds take pollution out of the valley.

Effects of katabatic winds on settlements

• Katabatic winds trap pollution in the valley.
• Katabatic winds bring cold temperatures to the valley.
• People will build their houses halfway up the slope of a valley to be in the warmer thermal belt (point A on Figure 1.4.1C).
• Crops which need warm, frost-free conditions will be planted in the thermal belt, for example sugar cane (point A on Figure 1.4.1C).

Effects of frost pockets on settlement and farming

• Crops which can withstand cold conditions (such as frost) can be planted at the bottom of the valley, for example potatoes (point B on Figure 1.4.1C).
• Pollution is trapped in the cold air below the temperature inversion at night, as shown in Figure 1.4.1D.

1.4.2 Aspect Aspect refers to the direction in which a slope faces. This determines whether the Sun’s rays will hit the side of the valley directly or indirectly (obliquely). We will focus on how aspect influences the temperatures of north- and south-facing slopes in the southern hemisphere. In the exam, you may be asked to draw, label or describe how the thermal belt and a frost pocket form in valleys. Learn to redraw and label Figure 1.4.1C. Let us look at how the Sun’s rays affect slope temperatures in the southern hemisphere:

• North-facing slopes receive the direct rays of the Sun, making them warmer.
• South-facing slopes receive the indirect rays of the Sun, making them cooler.
• Name the valley winds depicted in A and B. (2 × 2 = 4)
• State ONE advantage of the wind labelled A. (1 × 2 = 2)
• Name the layer labelled C. (1 × 2 = 2)
• Farming in the valley (2 × 2 = 4)
• Industry in the valley (2 × 2 = 4) [16]

Table 1.2: Factors that cause a heat island Sustainable ways to reduce the urban heat island effects

• Promote greenbelts (plan and have more parks or recreational areas with trees and plants).
• Plant more trees in the city.
• Increase vegetation cycles by planting rooftop gardens.
• The new buildings should not be built with material like glass or any reflecting material.
• The height of the buildings should have a limit.
• Have laws that force the factories to reduce the amount of pollution they produce.
• Improve and encourage people to use public transport.
• Promote lift clubs to work or to school.

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Geography grade 12 research task 2022 memorandum tropical cyclone

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Geography grade 12 research task 2021 memorandum tropical cyclone; The project is a scientometric study that analyses the current research practice in geography using both quantitative and qualitative methods. It is based on the assumption that scientific research is necessarily embodied in publications and that the latter are therefore suitable indicators of research practice.

Tzobserver.com provides a comprehensive collection of National, Western Cape (WC), Kwa-Zulu Natal (KZN), Gauteng (GP), Eastern Cape (EC), Mpumalanga (MP), North West (NW), and Free State (FS).

This page makes it simple to find the Memorandum and geography Question Paper 1 because they are organized by year and exam month.

View or download all pdf for Grade 12 geography research project about informal sector memo pdf

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Essential to have the Geography grade 12 research task 2022 memorandum tropical cyclone for students.

Past papers are essential for the student and are an excellent resource for teaching and knowing if you understand, the following are the factors that make past papers useful for students as follows :

• It helps to develop the student’s confidence in taking his or her exams because he or she will know the questions being asked.
• It helps the student to know what his or her weaknesses are.
• It stimulates the student to develop the ability to answer various questions through the questions he encounters in these past papers.

The Geography grade 12 curriculum focuses on similar areas of skills, knowledge, and values

How to download Geography grade 12 research task 2022 memorandum tropical cyclone

• GO to your Geography grade 12,
• Click the specific year of past paper or project you want ,
• Then click download

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