ACTIVITY 1 POPULATION DENSITY AND STRUCTURE

ACTIVITY 1 – POPULATION DENSITY AND STRUCTURE

Study the population density of provinces in South Africa and some countries around

the world:

1. Define the term population density.

2. What is the population density of:

2.1 China

2.2 Mpumalanga

2.3 Gauteng

3. Give a reason why Gauteng has a higher population density.

4. Name the physical factors that could have influenced the population distribution

in South Africa.

5. Explain why the population density is low in the Northern Cape.

6. Which province has the biggest surface area?

ACTIVITY 2 – POPULATION DENSITY AND STRUCTURE:

Study the population density over the world:

1. Most of the population is located in the (Northern/Southern) hemisphere.

2. Which continent has the biggest population density?

3. Explain how climate can influence the distribution of people.

4. Explain the difference between population distribution and population density.

5. State if the following statements are TRUE or FALSE:

5.1 New Zealand is a small country with a small population.

5.2 Developed countries are overpopulated.

5.3 India’s population is in proportion with the rest of the world.

5.4 Technology influence the distribution of a population.

6. Use the following information and calculate the population density:

Area: 1 219 488 𝑘𝑚2 Population: 53 877 147

ACTIVITY 3 – POPULATION DENSITY AND STRUCTURE:

Give ONE word/term for each of the following descriptions by choosing a word/term from the list below. Write only the word/term next to the question number (1 – 11).

1. The number of people that live per square kilometre 2. The percentage of people that can read and write 3. The loss of professional people from a country 4. Shows the spread of people over an area 5. The number of children that die per 1 000 people of the population 6. The average number of years that a person is expected to live 7. A survey done to count all the people that live in a country 8. The total number of live births per 1 000 people of the population.

9. The percentage of the total population living in towns and cities 10. Goods and products produced in a country per year. 11. The rate at which country’s population is growing, excluding migration into or

out of the country.

population distribution; population density; census; literacy rate; 'brain drain'; life expectancy; birth rate; infant mortality; death rate; Percentage of population urbanised; GDP per capita; Natural increase

ACTIVITY 4 - POPULATION DENSITY AND STRUCTURE: Study the following diagram that indicate the life expectancy of countries

1. Define the term life expectancy. 2. Which gender generally has the highest life expectancy? 3. Which country has the highest life expectancy for both males and females? 4. Explain why the life expectancy is higher in developed countries. 5. State the country with:

5.1 The highest life expectancy for females. 5.2 The lowest life expectancy for males. 6. How can the level of education or literacy rate influence the life expectancy? 7. Explain why the decline in life expectancy in a country can cause problems in

the future. 8. Give a reason why the life expectancy in Africa is low. 9. Suggest ONE way in which the life expectancy in a country can be improved.

ACTIVITY 5 - POPULATION DENSITY AND STRUCTURE:

Refer to the source that shows the population characteristics of Brazil.

1. Is Brazil a developed or developing country? 2. Give ONE reason for your answer to QUESTION 1. 3. Give TWO possible reasons for the high birth rate in Brazil. 4. Discuss the negative impact of a rapid population growth rate on Brazil. 5. Suggest TWO methods that Brazil can use to reduce the rapid population

growth in their country.

ACTIVITY 6 - POPULATION DENSITY AND STRUCTURE: Study the two population pyramids 1. They represent two different countries. Indicate which pyramid, A or B, is referred to in each of the descriptions below.

1. The country with high birth and death rates 2. The country showing a slow population growth 3. A triangular population pyramid 4. The country with a high life expectancy 5. The country with a large number of young people 6. The country with a large number of adults 7. The country with a high life expectancy for females older than 80 years.


Refer to the figure showing a population pyramid.

1. Define a population pyramid.

2. Use the population pyramid to determine the following

2.1 How many men are between 15 and 19 years old?

2.2 How many women are between 15 and 19 years old?

3. Which age group makes up the bulk of the total population from?

4. Taking into account the answers given in QUESTION 2, is there a balance in

the population structure?

5. Give a reason to support your answer.

6. What does this pyramid tell you about South Africa's birth rate (GS), death rate

(SS) and Life expectancy (LV)?


Refer to the figure, which shows population pyramids for South Africa and Germany

in 2015. Answer the questions that follow.

1. State if the following statements are TRUE or FALSE.

a) Developed countries have a low birth rate, low death rate and low natural

increase.

b) People in developing countries have a short lifespan.

c) Developing countries have a low birth rate, high death rate and high

natural increase.

d) Developing countries have a high birth rate, high death rate and low

natural increase.

2. Describe the shape of each of the population pyramids for both South Africa

and Germany.

3. Which country has the highest population?

4. Which of the two pyramids shows a drastic decline in the birth rate?

5. What could the economic consequences be because of this decline in the birth

rate?

6. Mention TWO factors that are responsible for the increasing mortality rate in

South Africa.

7. What is meant by dependency ratio? Is this ratio higher in South Africa or in

Germany?

8. Discuss different strategies followed by governments all over the world to

control the increase in population.

ACTIVITY 9 - POPULATION GROWTH:

Read the case study in the figure carefully before you answer the questions that follow.

1. Define demographic transition model. 2. Identify the stage where birth rate is high and death rate falls rapidly. 3. Indicate the stage where both death rate and birth rate are low. 4. Compare the level of birth rate and level of death rate in stage 1. 5. In stage 2 the death rate is starting to drop rapidly. Suggest TWO reasons why

this is the case. 6. In stage 3 the birth rate starts to level out as the population growth rate

decreases. Discuss THREE factors that affect birth rates.


Study the ARTICLE in the figure on the population of South Africa.

1. Define the term population. 2. What was South Africa’s population in 2001 and 2015 respectively? 3. Name the province with the lowest population and the number of

people living in this province. 4. Comment on the trend from 2001 to 2016 in the article regarding the population

of South Africa. 5. Discuss TWO negative impacts that the increased population growth has

shown on the natural resources of the country. 6. Suggest any TWO strategies that can be put in place to manage the

population growth in South Africa.


Refer to the figure showing population pyramid of Afghanistan (2015) and answer the questions that follow.

1. Use the population pyramid to determine the following: (a) Number of males aged 25 to 29 years (b) Number of females aged 45 to 49 years

(c) Total number of people aged 0 to 4 years 2. Identify the age group that makes up the biggest portion of the total population. 3. Would you classify Afghanistan as a developing or developed country? 4. Provide ONE piece of evidence from the pyramid to support your answer

in QUESTION 3. 5. In a paragraph of approximately EIGTH lines, describe negative effects of

overpopulation in a country such as Afghanistan.


Refer to the figure about overpopulation.

1. Define overcrowding.

2. Name TWO factors that cause overcrowding.

3. Explain why the population distribution of the world is unequal can be

described.

4. Would you describe the distribution in the developing world as overcrowded or

sparsely populated? Give a reason to support your answer.

5. Explain the negative impact of overcrowding on resources.

ACTIVITY 13 - POPULATION MOVEMENT:

Refer to the figure showing migration.

1. What is migration?

2. Name TWO types of migration.

3. Identify TWO causes of rural-urban migration.

4. Explain the differences between voluntary and forced migration.

5. List the negative effects of migration on migrants.


Refer to the source and answer the following questions.

1. Identify the type of migration taking place in the figure. 2. Name TWO push factors resulting in people leaving their farms. 3. State TWO problems experienced by a city as a result of people moving there. 4. Discuss TWO methods that can be used to reduce the number of people who

leave their farms.


Refer to the figure illustrating a type of migration and answer the questions that follow.

1. Classify QIMA LOCATION as an urban or rural area. 2. Name the type of migration taking place in the figure. 3. Give the term that describes the decrease of population in rural areas. 4. Mention TWO push factors resulting in people leaving their villages like Qima

to move to cities. 5. Suggest ONE reason for rural areas to remain with mainly older people. 6. Discuss TWO problems experienced by a city because of many people

moving there. 7. Suggest TWO solutions that can be used to reduce the number of people

leaving the rural areas.


Read the case study in the figure carefully before you answer the questions that follow.

1. Give the geographical term that best describes the movement of the Tsitsa family from one place to another.

2. Choose the correct word in relation to the Tsitsa family’s relocation from South

Africa to England. (a) Regional / International (b) Voluntary / Forced (c) Permanent / Temporary 3. Explain why the Tsitsa family moved from South Africa to England. 4. Discuss TWO pull factors that attracted the Tsitsa family to England. 5. Suggest THREE negative impacts of the voluntary migration on the Tsitsa’s

place of origin (South Africa).


Carefully read the extract in in the figure (Xenophobic attacks) and answer the questions that follow.

1. Define the following terms: (a) Xenophobia (b) Refugee 2. Name Brian’s country of birth. 3. Provide TWO reasons from the extract why Brian left his country of birth. 4. Explain a possible reason why many South Africans do not like refugees. 5. Discuss TWO positive impacts that refugees might have on South Africa. 6. Suggest TWO strategies that can be implemented (applied) by the South

African government to assist refugees.

ACTIVITY 18 – HIV AND AIDS:

Refer to the information on HIV/Aids in South Africa in the following source.

1. Define the term death rate. 2. Comment on, and give a possible reason for, the trend in the child mortality rate

between 2000 and 2010. 3. Give TWO reasons why South Africa has such a high level of HIV/Aids-related

deaths. 4. Discuss TWO measures that can be put in place to reduce HIV/Aids-related

deaths in South Africa.


Refer to the figure showing different countries with their HIV/Aids infection rates and answer the questions that follow.

1. What does the abbreviation HIV stand for? 2. Name THREE countries with high infection rates. 3. Identify the country with lowest infection rate. 4. Refer to Mozambique’s infection rate. (a) Suggest ONE reason for the trend in Mozambique’s infection rate. (b) Discuss TWO social impacts of HIV/Aids in Mozambique’s population

structure. 5. Explain TWO methods that can be put in place to reduce the world’s high

HIV/Aids infection rate.


Refer to the figure which illustrates HIV/Aids infection rate per province.

1. Write the acronym Aids in full. 2. Name TWO symptoms that might be experienced by people who have

contracted HIV/Aids. 3. List provinces with the highest and lowest infection rate respectively. 4. South Africa is one of the countries with the highest HIV/Aids infection rate.

Explain ONE factor that contributes to high infection rate in a country like South Africa.

5. Suggest TWO ways in which HIV is passed from one person to another. 6. Suggest the best strategies to decrease the humiliation (shame) that people

with HIV/Aids experience.

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ACTIVITY 1 POPULATION DENSITY AND STRUCTURE