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preface - Lehrpersonen.ch
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© Laureate International s<strong>ch</strong>ool, 2006.<br />
First published 2006.<br />
Further copies of this publication may be obtained from:<br />
Laureate International S<strong>ch</strong>ool,<br />
Mbezi Bea<strong>ch</strong>, just off the main road,<br />
Behind Shamo Industries, Dar-es-salaam, Tanzania.<br />
Tel. +255(022)2627729/30, Email jw@laureatetz .org<br />
All rights reserved. No part of this publication may be<br />
reproduced in any form.<br />
The cover photograph shows Sigi Information Centre.
PREFACE<br />
A GUIDEBOOK TO AMANI for University of Cambridge International Examinations<br />
IGCSE Geography has been specifically written to support tea<strong>ch</strong>ing at key stage 4. The<br />
topics covered mat<strong>ch</strong> the requirements of the curriculum and links have been made<br />
between curriculum content and s<strong>ch</strong>eme of assessment and field trip activities at Amani.<br />
Furthermore, relevant IGCSE questions from past papers have been presented in <strong>ch</strong>ronological<br />
order.<br />
Students going for a field trip to Amani will be able to study real places and events in geography,<br />
whi<strong>ch</strong> is both motivating and exciting. It is hoped that su<strong>ch</strong> an experience will<br />
improve their understanding and performance.<br />
The enquiry-based worksheets have been designed to help with independent learning<br />
and development of resear<strong>ch</strong> skills (particularly relevant to paper 4: Alternative to<br />
Coursework). Furthermore, the extension tasks provide opportunities for open-ended<br />
response.<br />
Amani is also an ideal place for students planning to undertake coursework assignments<br />
(paper 3) including those suggested in the syllabus for Theme 2 and Theme 3 whi<strong>ch</strong> are:<br />
. An analysis of the distribution, nature and possible reasons for the<br />
formation of selected landforms, e.g. along the course of a stream…<br />
. A study of agricultural patterns within an area.<br />
. The development of tourism in an area.<br />
. The nature of the environmental conflicts in an area.<br />
Some aspects relevant to theme 1: Population and Settlement are also covered in this<br />
guidebook.<br />
Amani is also a perfect place for students studying IGCSE Environmental Management<br />
(0680) to acquire knowledge and an understanding of the ways natural systems work<br />
and ways people use resources. Moreover, students get an opportunity to analyse ways<br />
development <strong>ch</strong>anges the environment and can suggest ways to develop the environment<br />
in a sustainable manner.<br />
I suggest students should be given an opportunity to discuss relevant IGCSE questions<br />
in the conference room at Amani after completing a particular fieldwork activity. Apart from<br />
Cambridge International Examinations Centres, questions/past papers can also be<br />
obtained at the library of the British Council; Samora Avenue/Ohio Street; Dar-es-salaam<br />
and from the website: http:// tea<strong>ch</strong>ers.cie.org.uk. ( for registered tea<strong>ch</strong>ers/centres).<br />
Students should also have enough OS Maps of Mnyuzi: Tanzania; Series Y742 (DOS<br />
422); Sheet 130/1; Edition 3-TSD/OSD 1989; Scale 1:50,000., for mapwork sessions.<br />
Copies can be bought at the Surveys and Mapping Division; Sokoine Drive; Dar-essalaam.<br />
Francis Bagambilana<br />
June 2006<br />
2006 © Laureate International S<strong>ch</strong>ool iii
I would like to thank the following: The headmaster, Mr. John Walker who suggested to us<br />
to organise field trips to Amani during the half term holidays in order to improve students'<br />
knowledge of fieldwork activities and who also made it possible for me to visit the place<br />
for the first time in September 2003 so as to make arrangements for accommodation,<br />
meals, guides and encouraged me to write this guidebook since then; Mr. Japheth Kemboi<br />
for designing the guidebook; Tea<strong>ch</strong>ers who assisted me during field trips and students<br />
who videotaped events i.e. Mr. Japheth Kemboi and Hassan Abdallah in 2003, Ms. Eileen<br />
Bernard and Carlos Alberto in 2004, Mr. Tom Mboya and Muyunda Muyunda in 2005<br />
respectively; Ms. Kinga Fentu for providing figures 21, 22, 23, 44, 46, 57 on pages 70,<br />
72 and 74; Parents for releasing students and students themselves for their good conduct;<br />
S<strong>ch</strong>ool drivers, Mr. Ramadhan Athuman and Mr. Shebe Thabit; S<strong>ch</strong>ool conductors, Mr.<br />
Damas Kalinga and Mr. Issa Yusuph.<br />
I would also like to thank the former Geography Product Manager of the University of<br />
Cambridge International Examinations, Mr. Peter Saunt for making constructive comments<br />
on an electronic copy of the guidebook and his successor, Ms Anne Smith for writing<br />
a letter to endorse the use of the guide book in the East Africa Region on page 77; The<br />
conservator of Amani Nature Reserve, Mr. Corodius Sawe for his encouragement; The<br />
Principal Statistician of the National Bureau of Statistics, Ms. Albina Chuwa for providing<br />
population data for villages in Amani; The editor of 'The Arc Journal' belonging to an<br />
environmental NGO-Tanzania Forest Conservation Group (TFCG), Ms. Nike Doggart for<br />
granting permission to use copyright material on page 61. Other staff members of Amani<br />
Nature Reserve, Amani Butterfly Project, Marikitanda Weather Station, Kwamkoro Tea<br />
Factory and the local guides for giving us lots of support during fieldwork.<br />
Note<br />
All maps and diagrams were drawn by the author.<br />
iv<br />
2006 © Laureate International S<strong>ch</strong>ool<br />
ACKNOWLEDGEMENTS
CONTENTS<br />
1. Introduction: East Usambaras and Amani Nature Reserve - - - - - - - - - - - - - - - 1<br />
2. Maps:<br />
1. Eastern Arc Mountain Forests - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --- 7<br />
2. East Usambara Forests - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8<br />
3. Tanzania : North East - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 9<br />
4. Amani Area - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 10<br />
5. Villages within and around Amani Nature Reserve - - - - - - - - - - - - - - - - - - - 11<br />
6. Western Amani - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 12<br />
7. Eastern Amani - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 13<br />
3. University of Cambridge International Examinations IGCSE Geography<br />
Curriculum: Theme 2 and Theme 3; Topics relevant to the field trip underlined - 14<br />
4. University of Cambridge International Examinations IGCSE Geography: S<strong>ch</strong>eme<br />
of Assessment; Aspects relevant to the field trip underlined - - - - - - - - - - - - - - 16<br />
5. Links between field trip activities and CIE IGCSE Geography Curriculum Content<br />
and S<strong>ch</strong>eme of Assessment - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 18<br />
6. Amani Field trip Worksheets:<br />
Sigi Information Centre - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 25<br />
Walk from Ubiri to Lutindi- Mapwork session - - - - - - - - - - - - - - - - - - - - - - - 30<br />
Mapwork questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 32<br />
Rainforest and Savanna Vegetation Study - - - - - - - - - - - - - - - - - - - - - - - - - 35<br />
Hydro-electric power/Water powered mill study - - - - - - - - - - - - - - - - - - - - - 41<br />
Tourism study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 43<br />
Weathering study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 46<br />
River study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 47<br />
Weather study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 48<br />
Large scale system of commercial farming study - - - - - - - - - - - - - - - - - - - - 55<br />
Small scale systems of farming study - - - - - - - - - - - - - - - - - - - - - - - - - - - - 57<br />
Tea factory system study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 59<br />
Resource conservation and management study - - - - - - - - - - - - - - - - - - - - - 61<br />
7. Appendices:<br />
1. Amani field trip report for 2003 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 69<br />
2. Relative Humidity Table - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 76<br />
8. CIE Letter - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 77<br />
9. References - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 78<br />
10. Further information/Resources - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 81<br />
2006 © Laureate International S<strong>ch</strong>ool v
1<br />
Location<br />
THE EAST USAMBARA MOUNTAINS<br />
The East Usambara Mountains are located in Tanga region in North-East Tanzania and<br />
form part of the Eastern Arc Mountains (see map 1 and map 3). These consist of five major<br />
mountain blocks, including the Amani range in the south whi<strong>ch</strong> is the largest (see map 2).<br />
The East Usambaras are separated from West Usambaras by the 4km-wide valley of<br />
Lwengera River (see fig.9 on page 38), whi<strong>ch</strong> flows southwards to join Pangani River.<br />
Biodiversity<br />
The forests of the East Usambaras are a globally known biodiversity 'hotspot' among centres<br />
of diversity (Myers 1988, WWF & IUCN 1994): a biodiversity hotspot is a region with<br />
many endemic species. This biodiversity has been compared to that of the Galapagos<br />
Islands in the Pacific Ocean (Rogers and Homewood 1982, Kingdom 1990), hence the<br />
area has been nick-named 'Galapagos of Africa'. Finke, J. (2003:361) puts it succinctly:<br />
These forests, with trees whi<strong>ch</strong> can rea<strong>ch</strong> heights of over 60m., form the cat<strong>ch</strong>ment for<br />
Sigi River (see map 3 and fig. 9 on page 38 ).<br />
Conservation<br />
Several national and International initiatives have been taken to conserve the biodiversity of<br />
East Usambaras, after a long period of large-scale forest clearing to create coffee and tea<br />
plantations since the end of the nineteenth century and large-scale timber logging between<br />
1950s and 1980s (Atampugre 1990, Iversen 1991, S<strong>ch</strong>ulman et al.1998).<br />
Su<strong>ch</strong> initiatives include: The East Usambara Conservation and Agricultural Development<br />
Project (EUCADEP) whi<strong>ch</strong> later on became the East Usambara Conservation and<br />
Development Project (EUCDP). The project aimed at supporting conservation efforts by<br />
developing local people's livelihoods e.g. fish ponds, cash crop cultivation, farm forestry,<br />
tree planting and was implemented by the Ministry of Agriculture and Livestock<br />
Development between 1987 and 1997 with financial support from the EU and te<strong>ch</strong>nical<br />
assistance of IUCN- International Union for Conservation of Nature, now known as World<br />
Conservation Union (Sjöholm, H. et al. 2001).<br />
The East Usambara Cat<strong>ch</strong>ment Forest Project (EUCFP) was run in two phases i.e. Phase<br />
I; 1990-1994 and Phase II; 1995-1998. The project focused on protecting water sources;<br />
establishing and protecting forest reserves; sustaining villager's benefits from the forest,<br />
rehabilitating the Amani Botanical Garden and establishing Amani Nature Reserve.<br />
2006 © Laureate International S<strong>ch</strong>ool<br />
INTRODUCTION<br />
'East Usambara's rainforests contain well over 2000 vascular plant species,<br />
over a quarter of whi<strong>ch</strong> are found nowhere else in the world as are sixteen of<br />
East Usambara's 230 different tree species. The proportion of unique species<br />
amongst animals is even more astounding, ranging from ten to sixty per cent<br />
depending on family and genera.'
The project was implemented by the Forestry and Beekeeping Division (FBD) of the<br />
Ministry of Natural Resources and Tourism (MNRT) with financial support totalling 6.1<br />
million USD from the Government of Finland (Finke, J. 2003:362).<br />
The East Usambara Conservation Area Management Project (EUCAMP) was formed<br />
after the merging of EUCFP and EUCADEP (Vihemäki, H. 2005:7) and was run between<br />
1998 and 31December 2002 when it was phased out. The project aimed at protecting biodiversity<br />
and water sources while sustaining villager's benefits from the forest. The<br />
project was implemented by the Forestry and Beekeeping Division (FBD) of the Ministry<br />
of Natural Resources and Tourism (MNRT) with financial support totalling 4,168,456<br />
EUROS: The Government of Tanzania 7%; The Government of Finland 53%; The<br />
European Union 40% (EUCAMP 2002b: 5). One of the major a<strong>ch</strong>ievements of<br />
EUCFP/EUCAMP was the establishment of the first nature reserve in Tanzania, at Amani,<br />
with the highest conservation status in 1997.<br />
Currently, the conservation of East Usambaras and the Eastern Arc Mountains in general (see<br />
map 1) is being financed through the Eastern Arc Mountains Conservation Endowment Fund<br />
(EAMCEF) - a joint initiative of the Government of Tanzania, the World Bank and the Global<br />
Environment Facility (GEF) registered in Tanzania on 6th June 2001 under the Trustees'<br />
Incorporation Ordnance No. 375 of 1956 (The Guardian, 21 December 2005). One of the<br />
projects closely linked to EAMCEF is the Conservation and Management of the Eastern Arc<br />
Mountain Forests (CMEAMF) Project whi<strong>ch</strong> is funded by UNDP and GEF.<br />
Furthermore, the World Wide Fund for Nature (WWF) and the Government of Finland<br />
fund the Forest Landscape Restoration Project whi<strong>ch</strong> aims to decrease forest fragmentation<br />
(see map 2) and promote sustainable livelihoods in the East Usambaras. The project<br />
is implemented by an environmental NGO: Tanzania Forest Conservation Project<br />
(TFCG).<br />
Moreover, Conservation International, through the Critical Ecosystem Partnership Fund<br />
(CEPF), and four East African organizations are planning to execute a major programme,<br />
involving about 64 conservation projects in the Eastern Arc and Coastal area (The<br />
Guardian, 23 February 2006).<br />
A<strong>ch</strong>ievements<br />
In November 2000, UNESCO designated the East Usambara Mountains as a Biosphere<br />
Reserve (EUBR) under its Man and the Biosphere Programme (MaB) whi<strong>ch</strong> aims to<br />
promote and demonstrate a balanced relationship between humans and the biosphere<br />
(Hokkanen, T. et al 2002). Furthermore, BirdLife International designated East<br />
Usambaras in 2000 as the East Usambara Important Bird Area. (BirdLife International<br />
2005).<br />
2006 © Laureate International S<strong>ch</strong>ool 2
3<br />
AMANI NATURE RESERVE<br />
The Amani Forestry Inventory and Management Plan Project officially proposed the<br />
establishment of Amani Nature Reserve in 1988 (Finnida 1988) and EUCFP prepared a<br />
plan frame in 1992 (The survey and mapping was completed in 1994). EUCFP collaborated<br />
with IUCN Law Centre to study the legal aspects for the establishment of Amani<br />
Nature Reserve.<br />
Amani Nature Reserve was established in 1997 for the protection of biodiversity of submontane<br />
rain forest. The Reserve combined six former forest reserves: Amani Sigi, Amani<br />
East, Amani West, Kwamsambia, Kwamkoro, Mnyuzi plus 1068 ha.of forest donated by<br />
the East Usambara Tea Company and some public land (see map 4 ). It covers an area<br />
of 8,380 ha., extending between 5 o 05' and 5 o 14' S and between 38 o 32' E and 38 o 40'<br />
E. The legal establishment was published in a special supplement to the Gazette of the<br />
United Republic of Tanzania no. 19, Vol.78 dated 9 May 1997 as Government Notice no.<br />
151 (Rules) and 152 (Declaration Order). The main objectives of Amani Nature Reserve<br />
are:<br />
1. to protect the unique, biologically important sub-montane rainforest ecosystem of<br />
the East Usambara Mountains;<br />
2. to maintain biodiversity, genetic resources, natural processes and cultural values<br />
in an undisturbed, dynamic and evolutionary state in order to have an ecologically<br />
representative example of the Eastern Arc forest ecosystem available for present<br />
and future generations, scientific study, environmental monitoring, education and<br />
sustainable and controlled local and recreational use.<br />
Clearly, these objectives are in line with the legally binding international agreement: The<br />
Convention on Biological Diversity (CBD) of 1992 whi<strong>ch</strong> seeks to conserve biological<br />
diversity, promote the sustained use of its components and encourage equitable sharing<br />
of the benefits from the utilization of genetic resources (Basic Facts about the United<br />
Nations 2000: 264).<br />
According to Amani Nature Reserve General Management Plan 1998, the Amani Nature<br />
Reserve is divided into four zones:<br />
Zone 1; The Biodiversity Preservation Zone (77% of the area)<br />
Zone 2; The Nature Restoration Zone (13% of the area)<br />
Zone 3; Local Use Zone (6% of the area)<br />
Zone 4; The Amani Botanical Garden (4% of the area)<br />
Furthermore, a 'Buffer Zone' was established outside the Amani Nature Reserve to promote<br />
sustainable land and natural resource use practices through use of Village Resource<br />
Management Plans, farm activities and tree planting and to decrease the dependency of<br />
the local communities on the natural resources of ANR (see villages on map 5) .<br />
Amani Nature Reserve falls under Forestry and Beekeeping Division (FBD) in the Ministry<br />
of Natural Resources and Tourism (MNRT). The general responsibility on the management<br />
of Amani Nature Reserve lies with the conservator who reports to the director of<br />
FBD. The Advisory Board of Amani Nature Reserve oversees all activities and the implementation<br />
of the General Management Plan of 1998.<br />
2006 © Laureate International S<strong>ch</strong>ool
A<strong>ch</strong>ievements<br />
Amani Nature Reserve spearheaded the process of designating East Usambara as a<br />
Biosphere Reserve in 2000. Furthermore, the design of Amani Nature Reserve corresponds<br />
with the design of other Biosphere Reserves throughout the world. According to<br />
Wells et al. 1992, the design of the reserve must include a legally protected core area, a<br />
buffer area where non-conservation activities are prohibited and a transition zone where<br />
approved practices are permitted.<br />
Furthermore, Amani Nature Reserve won a gold medal during EXPO 2005 (Ai<strong>ch</strong>i, Japan)<br />
for integrating conservation efforts with the improvement of the livelihoods of surrounding<br />
local communities (see map 5) through various programmes su<strong>ch</strong> as fish farming, mushroom<br />
farming, butterfly farming, diary cow farming, beekeeping and an efficient stove<br />
project (Tanzania Wildlife, October-December 2005).<br />
Climate<br />
Lunogelo, B. et al (2002) give a summary of the climatic conditions experienced in the<br />
area:<br />
'Rainfall in Amani is generally high as it is for the East Usambara mountain area. The<br />
mean annual rainfall in the East Usambara mountains is 2,000 mm but increases<br />
towards the south. The Amani block is the wettest of all the East Usambara mountain<br />
area because it rains almost throughout the year with peaks from Mar<strong>ch</strong> to May and from<br />
October to December. The mean annual humidity at Amani is 87% in the morning and<br />
77% at midday. The mean annual temperature at Amani is 20.60C with a mean daily<br />
maximum temperature of 24.90C and a mean daily minimum of 16.30C. The hottest season<br />
is in January-February and the coolest is July-September.'<br />
Access<br />
Amani is about 365km from Dar-es-salaam (see map 3). The road from Dar-es-Salaam<br />
to Muheza (330km) is tarred. From Muheza to Sigi gate (26km), is a graded all weather<br />
road. However, the road from Sigi gate to Amani village (9km) is rougher with hairpin<br />
bends and slippery during rains (see grid square 6036 on map 4 and map 7).<br />
Accommodation<br />
There are three rest houses within Amani Nature Reserve. Sigi Rest House has nine<br />
large bedrooms, ea<strong>ch</strong> with three beds, hot shower, mosquito nets. Furthermore, there is<br />
a kit<strong>ch</strong>en and a small restaurant. Amani Nature Reserve Rest House, is similar to Sigi<br />
Rest House. For reservations at Sigi or Amani Rest House, contact the conservator. P.O.<br />
Box 1, Amani. Tel/Fax.(0)27/264 0313 or 264 6907, Email: sawe59@yahoo.com .<br />
National Institute for Medical Resear<strong>ch</strong> Centre Rest House has eight rooms, and a<br />
television lounge. Full board is available. For reservations, Tel. 027/264 0304/6/8.<br />
Moreover, Marikitanda Tea Resear<strong>ch</strong> Centre Rest House is about 12km South West of<br />
Amani Nature Reserve Centre. It has three large bedrooms and other smaller ones whi<strong>ch</strong><br />
in total can accommodate 29 people, a kit<strong>ch</strong>en, restaurant and a television lounge. Tel.<br />
0262741160. Email: mtrs@trit.or.tz .Early booking is strongly recommended.<br />
2006 © Laureate International S<strong>ch</strong>ool 4
Walking trails and driving routes<br />
Visitors can <strong>ch</strong>oose from the following: (n b all distances shown assume the start point to be<br />
Amani, not Sigi). Visitors can download leaflets at: www.easternarc.or.tz.dl.htm#trail%guides<br />
Trail/<br />
Drive<br />
No.<br />
Source: Adapted from EUCFP, (1995): A Guide to Trails and Drive Routes in Amani<br />
Nature Reserve-Draft for Comments and Testing. Tanga. Available at :<br />
http://www.easternarc.or.tz/downloads/E Usam/EUCAMP web site pdf/tecpap17.pdf<br />
Note:<br />
* One of the local guides, who can be hired either at Sigi or Amani Conservation<br />
Centre, will be able to organise a tour if given prior notice (1-2 days).<br />
5<br />
Trail/Drive/<br />
Name<br />
T.1 Amani Bot.<br />
Gdn (Med.<br />
Res. Centre).<br />
Time (hrs)/Distance (km)<br />
from Amani<br />
1-3 hours walk close to Rest<br />
House<br />
T.2 Mbomole Hill 1-3 hours, 4 km walk Moderately difficult<br />
climb. Slippery in<br />
rains<br />
T.3 Kwamkoro<br />
Forest Reserve<br />
25 min (9km) drive to start;<br />
2-4 hour (6-10km) walk<br />
T.4 Monga Trail 15 min (6km) drive to<br />
start;1.5 hr (3.2km) walk<br />
T.5 Ndola Trail 50 min (18km) drive to start;<br />
1.5-2.0 hr (5km) walk<br />
T.6 Derema Trail 5-7 hour (12km) walk with<br />
shorter options<br />
T.7 Amani Bot<br />
Gdn (Sigi)<br />
T.8 Amani-Sigi<br />
Mountain<br />
20 min (8km) drive to start;<br />
1-3 hour walk<br />
20 min (8km) drive to start;<br />
4hr climb<br />
T.9 Tea Factory 20 min (9km) drive to start;1<br />
hr tour by prior arrangement<br />
" see note below"*<br />
2006 © Laureate International S<strong>ch</strong>ool<br />
Ease of terrain Points of special interest<br />
Very easy Wide range of indigenous and<br />
introduced plants.<br />
Easy walk on flat<br />
terrain<br />
Easy walk on mainly<br />
flat terrain<br />
Moderately difficult<br />
with some climbing<br />
Long walk, mostly<br />
easy with some<br />
steep climbs<br />
Easy walk, mostly<br />
on flat terrain<br />
Steep climb, slippery<br />
in rain<br />
D.1 Ndola Drive 2-3 hr (43km) drive Rough road,<br />
hilly,4WD essential<br />
in rains<br />
D.2 Bulwa Drive 1.5-2.0 hr (22km) drive Easy drive except in<br />
rains<br />
D.3 Monga Drive 1.5-2.0 hr (32km) drive Fairly easy except<br />
in rains<br />
Natural forest, experimental tree<br />
plantation,fine views.<br />
Natural forest, Maesopsis plantation,<br />
African Violet sites,<br />
Arboretum.<br />
Natural forest and tea plantation.<br />
Village agriculture, open grassland,<br />
fine views, fortified hilltop.<br />
Forest, village agriculture, tea<br />
plantation, German grave, fine<br />
views.<br />
Palms, spices, fruit trees, water<br />
powered mill.<br />
German railway and sawmill<br />
sites, village agriculture, lowland<br />
and submontane forest, treasure<br />
pit.<br />
Easy Tea manufacture from start to<br />
finish.<br />
Farmland, tea and forests, magnificent<br />
scenery and views.<br />
Forest and tea plantations.<br />
Village, tea plantation, forest and<br />
open land, fine views.
Amani<br />
Fig. 1 Fig. 2<br />
Small scale farming<br />
Dining at Amani N. Reserve rest house<br />
Butterfly farming<br />
Diverse Plant Species<br />
Fig. 3 Fig. 4<br />
Sigi Spice Garden<br />
Fig. 5 Fig. 6<br />
African Violets<br />
2006 © Laureate International S<strong>ch</strong>ool 6
7<br />
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9<br />
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS IGCSE GEOGRAPHY<br />
CURRICULUM CONTENT: THEME 2 AND THEME 3<br />
THEME<br />
2. The Natural Environment<br />
Topics relevant to the field trip underlined.<br />
2.1 Structure, landforms and landscape processes<br />
- Describe the origin, <strong>ch</strong>aracteristics and broad distribution of seismic and<br />
volcanic activity, fold mountains and rift valleys. Show a basic<br />
understanding of plate tectonics.<br />
- Describe weathering, river processes, glacial processes, marine processes<br />
and processes of wind action in deserts.<br />
- Describe and explain the landforms associated with these processes.<br />
2.2 Weather, climate and natural vegetation<br />
- Describe the methods of collecting and measuring meteorological data.<br />
- Describe and explain the climate of a region of ea<strong>ch</strong> of the following:<br />
tropical rain (evergreen) forest,<br />
tropical grassland (savanna),<br />
tropical desert,<br />
Mediterranean vegetation.<br />
- Describe the <strong>ch</strong>aracteristics of the natural vegetation of the regions named<br />
above and show, in ea<strong>ch</strong> case, the relationship between the climate and<br />
the natural vegetation.<br />
2.3 The inter-relationship of physical and human geography<br />
- Demonstrate the inter-relationship of the natural environment and human<br />
activities by reference to natural landscapes, climate and natural hazards.<br />
3. Economic Development and the Use of Resources<br />
3.1 Agricultural systems<br />
- Describe and identify the influence of inputs (natural and human) on the<br />
processes and outputs (products) of ea<strong>ch</strong> of the following agricultural<br />
systems:<br />
a large- scale system of commercial farming,<br />
small- scale subsistence farming,<br />
small-scale cash-crop farming.<br />
- Recognise the causes and effects of over-production and shortage of food.<br />
3.2 Industrial systems<br />
- Classify industries into primary, secondary and tertiary.<br />
- Describe and identify the influence of inputs (materials, power, capital,<br />
labour, transport) on the processes and outputs (products and waste) of<br />
industrial systems.<br />
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- Describe the factors influencing the location of ea<strong>ch</strong> of the following<br />
processing and manufacturing industries:<br />
motor vehicle assembly,<br />
high te<strong>ch</strong>nology industries,<br />
craft industries.<br />
3.3 Leisure activities and tourism<br />
- Describe and account for the growth of leisure facilities and tourism in<br />
relation to the main attractions of the physical and human landscape.<br />
- Assess the benefits and disadvantages of tourism to a receiving area.<br />
3.4 Energy and water resources<br />
- Describe the significance of non-renewable fossil fuels (coal,<br />
oil, natural gas) and renewable energy supplies (geothermal, wind, waves,<br />
tides, running water, solar, biogas).<br />
- Describe the factors influencing the development and siting of power<br />
stations (coal-fired, gas-fired, oil-fired, hydro-electric power, nuclear).<br />
- Describe the uses of and competition for water resources: agricultural,<br />
domestic and industrial demand.<br />
3.5 Environmental risks and benefits: resource conservation and management<br />
- Demonstrate the need for resource conservation and management in<br />
different environments.<br />
- Describe how agriculture, extractive industries, manufacturing industries,<br />
energy production, tourism and transport may improve the quality of life<br />
and/or pose threats to the environment including interference with natural<br />
ecosystems; soil erosion; the green-house effect and global warming;<br />
pollution.<br />
- Identify areas at risk and describe any attempts to maintain, conserve or<br />
improve the quality of the environment.<br />
2006 © Laureate International S<strong>ch</strong>ool
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS IGCSE GEOGRAPHY:<br />
SCHEME OF ASSESSMENT<br />
Aspects relevant to the field trip underlined.<br />
All candidates will take Paper 1, Paper 2 and either Paper 3 or Paper 4.<br />
Paper 1 (1 hour 45 minutes). Candidates will be required to answer three questions<br />
(3x25marks). Six questions will be set: two on ea<strong>ch</strong> of the three themes. Questions will<br />
be structured with gradients of difficulty, will be resource-based and will involve problem<br />
solving and free response writing. This paper will mainly be concerned with Assessment<br />
Objectives A, B, C.<br />
Paper 2 (1 hour 30 minutes) (60 marks). This paper will be taken by all candidates.<br />
Candidates must answer all questions. This paper will be entirely skills- based and will<br />
test a candidate's ability to handle various ways of depicting geographical information.<br />
The questions will be neutral in that they will not require specific information of a place.<br />
Candidates will be able to demonstrate skills of analysis and interpretation and application<br />
of graphical and other te<strong>ch</strong>niques as appropriate.<br />
One question will be specifically based on a large-scale (1:25,000 or 1:50,000)<br />
topographical map of a tropical area su<strong>ch</strong> as Zimbabwe, the Caribbean or Mauritius and<br />
will include a full key.<br />
Either<br />
Paper 3, Coursework (s<strong>ch</strong>ool based- assessment).<br />
Or<br />
Paper 4, Alternative to Coursework (1 hour 45 minutes) (60 marks).<br />
As an alternative to Coursework, candidates will be set a series of tasks in a written<br />
examination on issues relating to one or more of the syllabus themes:<br />
1. Population and Settlement<br />
2. The Natural Environment<br />
3. Economic Development and the Use of Resources.<br />
Candidates must answer all questions. This paper will provide a complementary<br />
assessment of the assessment objectives tested by Paper1 with an emphasis on the<br />
investigative Assessment Objective D.<br />
A primary feature of questions to be included in this paper is that they will involve an<br />
appreciation from a theoretical standpoint of the range of te<strong>ch</strong>niques appropriate to a<br />
variety of field work studies associated with this level of examination.<br />
In this context, relevant aspects of Assessment Objective D, Investigation, are significant.<br />
Questions will test the methodology used in the application of the following types of<br />
enquiry skills in field work:<br />
(a) questionnaires;<br />
(b) observation;<br />
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(c) counts su<strong>ch</strong> as pedestrian and traffic counts;<br />
(d) Measurement te<strong>ch</strong>niques appropriate to river, bea<strong>ch</strong>, and weather studies<br />
(Syllabus Theme 2.1 and 2.2).<br />
(e) Methods used to process and to present data obtained by these enquiry skills<br />
will also be tested.<br />
These methods will include both cartographical te<strong>ch</strong>niques and statistical te<strong>ch</strong><br />
niques. Enquiry skills and presentation skills are to be studied against the<br />
background of the range of other aspects involved in field work. Questions<br />
may involve the aims of particular studies and in this context will include,<br />
for example, the development of suitable hypotheses appropriate to specific<br />
topics. An ability to analyse data collected and to formulate conclusions, as<br />
required by Assessment Objectives B and C, will be examined in this paper.<br />
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Weighting of papers<br />
Paper Weighting<br />
1 45%<br />
2 27.5%<br />
3 or 4 27.5%<br />
Specification grid<br />
The relationship between assessment objectives and components of s<strong>ch</strong>eme of<br />
assessment.<br />
Paper A Knowledge<br />
with<br />
Understanding<br />
B Analysis C Judgement<br />
and decision making<br />
D Investigation<br />
1 40% 30% 30% -<br />
2 10% 80% 10% -<br />
3 or 4 20% 20% 20% 40%<br />
The assessment objectives are weighted to give an indication of their relative importance.<br />
They are not intended to provide a precise statement of the number of marks allocated to<br />
particular assessment objectives.
LINKS BETWEEN FIELDWORK ACTIVITIES AT AMANI AND CIE IGCSE<br />
GEOGRAPHY CURRICULUM CONTENT AND SCHEME OF ASSESSMENT<br />
Curriculum content: Theme 2.1 Landscape processes (weathering).<br />
S<strong>ch</strong>eme of Assessment: (paper 1; question 3 or 4); possibly questions in paper 2 and<br />
paper 4.<br />
Students to look for evidence on different types of weathering i.e. physical/me<strong>ch</strong>anical,<br />
<strong>ch</strong>emical, biological and if possible draw diagrams or take photos to illustrate ea<strong>ch</strong> within<br />
Amani Nature Reserve (see worksheet on page 46).<br />
Relevant IGCSE Questions<br />
Paper 1: core/2 extended (designated as paper 1 from 2004)<br />
. 11 May 1998; question 4<br />
. 2 Nov. 1999; question 3<br />
. May/June 2001; question 4<br />
. May/June 2004; question 3<br />
Curriculum content: Theme 2.1 Landscape processes (rivers).<br />
S<strong>ch</strong>eme of Assessment: (paper 4; Alternative to Coursework)-relevant enquiry skills to<br />
be considered;<br />
(b) Observation and (d) Measurement te<strong>ch</strong>niques appropriate<br />
to river studies.<br />
(paper 1; Question 3 or 4); possibly questions in paper 2.<br />
At selected sites along Sigi/Dondwe/Kwemkuyu/Nenguruwe/Lwengera River, students to<br />
look at the methods used and equipment required to measure:<br />
. Width and depth across a river<br />
. The gradient of a river’s course<br />
. The speed of flow<br />
. The size and shape of bedload<br />
They should also complete recording sheets and look at methods to calculate:<br />
. Speed of flow<br />
. Cross-sectional area of a river<br />
. Dis<strong>ch</strong>arge of a river<br />
Furthermore, students should describe how a river erodes and transports eroded<br />
materials. They should also describe features su<strong>ch</strong> as interlocking spurs, V-shaped<br />
valleys, waterfalls, rapids, potholes, meanders and flood plains-especially along<br />
Lwengera River and explain how they are formed. (see river investigation on page 47; fig.<br />
44, 45, 46, 47, 48, 49, and 50 on page 72).<br />
Relevant IGCSE Questions<br />
Paper 5: Alternative to coursework (designated as paper 4 from 2004)<br />
. 11th Nov. 1998; question 1<br />
. 25th May. 1999; question 1<br />
. 7th Nov. 2000; question 1<br />
. May/June. 2001; question 2<br />
. Oct./Nov. 2003; question 2<br />
. May./June. 2005; question 1<br />
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Paper 3: (designated as paper 2 from 2004)<br />
. 5th Nov. 1996; question 2<br />
. 4th Nov. 1999; question 2<br />
. May/June. 2002; question 3<br />
. Oct./Nov. 2002; question 3<br />
. Oct./Nov. 2004; question 3<br />
. Oct./Nov. 2005; question 4<br />
Paper 1: core/2:extended (designated as paper 1 from 2004)<br />
. 3rd Nov. 1998; question 3<br />
. May/June. 2000; question 3<br />
. Oct./Nov. 2002; question 3<br />
. May/June. 2003; question 3<br />
. Oct./Nov. 2005; question 4<br />
Curriculum content: Theme 2.2 Weather- methods of collecting and measuring<br />
meteorological data.<br />
S<strong>ch</strong>eme of Assessment: (paper 4: Alternative to Coursework)- relevant enquiry skills to<br />
be considered;<br />
(b) Observation and (d) Measurement te<strong>ch</strong>niques appropriate<br />
to weather studies.<br />
(paper 1: Question 3 or 4); possibly questions in paper 2.<br />
At Marikitanda weather station, students to look at methods used to record weather<br />
('observation') using the following instruments:<br />
. Maximum thermometer<br />
. Minimum thermometer<br />
. Dry bulb thermometer<br />
. Wet bulb thermometer<br />
. Cup anemometer<br />
. Rain gauge<br />
. Campbell Stokes Sunshine Recorder<br />
. Two B pans<br />
. Gunn Bellani<br />
Furthermore, students to look at factors considered when locating ea<strong>ch</strong> instrument at the<br />
weather station. They can also ask to be provided with weather statistics for previous<br />
days/years and complete their recording sheets. (see worksheet on page 48; weather<br />
study on page 49 to 54; fig. 53, 54, 55, 56, 57 on page 73 and 74).<br />
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Relevant IGCSE Questions<br />
Paper 5: Alternative to coursework (designated as paper 4 from 2004)<br />
. 19th May. 1998; question 1<br />
. 10th Nov. 1999; question 1<br />
. May/June. 2000; question 1<br />
. Oct./Nov. 2002; question 1<br />
. May./June. 2004; question 1<br />
. Oct./Nov. 2005; question 1<br />
. May./June. 2006; question 2
Paper 3: (designated as paper 2 from 2004)<br />
. 5th Nov. 1996; question 4<br />
. 21st May. 1999; question 3<br />
. May/June. 2002; question 5<br />
. Oct./Nov. 2002;question 6<br />
. May/June. 2003;question 2<br />
. Oct./Nov. 2003; question 2<br />
. Oct./Nov. 2005; question 2<br />
. May./June. 2006; question 2<br />
Paper 1: core/2:extended (designated as paper 1 from 2004)<br />
. 11th May. 1998; question 3<br />
. 3rd Nov. 1998; question 4<br />
. 2nd Nov. 1999; question 4<br />
. May/June. 2000; question 4<br />
. May/June. 2001; question 4<br />
. May/June. 2002; question 4<br />
. May/June. 2004; question 3<br />
Curriculum content: Theme 2.2 Natural vegetation (Tropical Rainforest).<br />
S<strong>ch</strong>eme of Assessment: (paper 1:Question 3 or 4); possibly questions in paper 2<br />
and paper 4.<br />
During several visits within Amani Nature Reserve su<strong>ch</strong> as the walk from the Rest House<br />
to Mbomole hill, students should: identify the main features of sub-montane rainforest<br />
whi<strong>ch</strong> are similar to tropical rainforest; explain the flow of energy and nutrient recycling in<br />
the rainforest. Local guides will provide them with relevant information about:<br />
. density of vegetation<br />
. number of plant species over a small area<br />
. height of tallest trees (emergent layer)<br />
. names of some endemic and exotic plant species (English and Latin)<br />
. names of common mammals, amphibians, reptiles, birds and insects. (see worksheet<br />
on page 35; vegetation study on page 39; fig. 21, 22 and 23 on page 70).<br />
Relevant IGCSE Questions<br />
Paper 1: core/2:extended (designated as paper 1 from 2004)<br />
. 31st Oct. 2000; question 4<br />
. Oct./Nov. 2001; question 3<br />
. May/June. 2002; question 6<br />
. May/June. 2003; question 4<br />
. May/June. 2004; question 6<br />
. May/June. 2004; question 4<br />
Paper 2<br />
. Oct/Nov. 2005; question 6<br />
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Curriculum content: Theme 2.2 Natural vegetation (tropical grassland- savanna).<br />
S<strong>ch</strong>eme of Assessment: (paper 1; question 3 or 4); possibly questions in paper 2 and<br />
paper 4.<br />
Students should be able to identify the main features of savanna vegetation during the<br />
walk from Ubiri to Lutindi hilltop (see trail 5 on page 5 and map 6). The local guides may<br />
assist in providing information about the common grass/shrub/scrub species covering the<br />
hills and the escarpments. Students should try to suggest reasons for the presence of<br />
savanna vegetation in the area (see worksheet on page 37; fig. 9 on page 38; fig. 38, 39,<br />
40, 41, and 42 on pages 71 and 72).<br />
Relevant IGCSE Questions<br />
Paper 1: core/2 extended (designated as paper 1 from 2004)<br />
. 2 Nov. 1999; question 4<br />
Curriculum content: Theme 2.3 The inter-relationship of physical and human<br />
geography.<br />
S<strong>ch</strong>eme of Assessment: ( paper 1: question 3 or 4); possibly questions in paper 2 and paper 4).<br />
Students to recognise the links between the natural landscape in Amani (relief features, the<br />
rainforest etc) and human activities being carried out (types of farming, scientific resear<strong>ch</strong>es,<br />
eco-tourism etc). Furthermore, students to recognise the effect of the growing population on<br />
the landscape leading to problems su<strong>ch</strong> as deforestation, soil erosion and land degradation.<br />
Relevant IGCSE Questions<br />
. Incorporated with questions for theme 2.1 and 2.2.<br />
Curriculum content: Theme 3.1 Agricultural systems (a large scale system of<br />
commercial farming; small-scale subsistence farming and<br />
small-scale cash-crop farming).<br />
S<strong>ch</strong>eme of Assessment: (paper 1:Question 5 or 6);<br />
possibly questions in paper 2 and paper 4.<br />
During the visit to tea estates(Kwamkoro / Monga / Mgambo / Derema / Marvera / Bulwa<br />
/ Ndola), students should look at the influence of natural inputs su<strong>ch</strong> as climate, relief, soil<br />
and human inputs su<strong>ch</strong> as labour and capital. Students should also look for information<br />
about the various processes su<strong>ch</strong> as planting, plucking (even see tea pickers) and<br />
pruning. Furthermore, they should describe the outputs from the estates. Students should<br />
do the same for cassava and maize (small-scale subsistence farming) and, cloves and<br />
black pepper (small-scale cash crops farming). (see worksheets on pages 55 and 57; fig.<br />
58 and 59 on page 74).<br />
Relevant IGCSE Questions<br />
Paper 1:core/2:extended (designated as paper 1 from 2004)<br />
. 3rd Nov. 1998; question 5<br />
. 2nd Nov. 1999; question 6<br />
. 31st Oct. 2000; question 5<br />
. Oct./Nov. 2003; question 5<br />
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Curriculum content: Theme 3.2 Industrial systems.<br />
S<strong>ch</strong>eme of Assessment: (paper 1:Question 5 or 6); possibly questions in paper 2 and paper 4.<br />
During the visit to a tea factory (Kwamkoro/Bulwa/Monga/Derema), students should look<br />
at the influence of physical and natural inputs su<strong>ch</strong> as raw materials, energy, labour on<br />
processes su<strong>ch</strong> as withering, fermentation, sorting and packaging and the outputs (products<br />
for sale and waste water). (see worksheet on page 59; fig. 60, 61, 62, 63 and 64 on<br />
page 74).<br />
Relevant IGCSE Questions<br />
Paper 3: (designated as paper 2 from 2004)<br />
. May/June 2001; question 4<br />
Curriculum content: Theme 3.3 Leisure activities and tourism.<br />
S<strong>ch</strong>eme of Assessment: (paper 1:Question 5 or 6); possibly questions in paper 2 and paper 4.<br />
Students will appreciate the physical landscape of Amani (with several attractions whi<strong>ch</strong><br />
could be promoted). The main attractions include:<br />
. the rainforest- considering various trails and drive routes (see page 5).<br />
. wild animals su<strong>ch</strong> as the Black and White Colobus Monkey and Hornbills<br />
(birds)<br />
. Amani butterfly project- a good example of eco-tourism activity<br />
. features su<strong>ch</strong> as mountains, hills, escarpments, rapids, and waterfalls.<br />
(see worksheet on page 43; fig. 2, 3, 5 on page 6; fig. 12, 13, 14 on page 69).<br />
Paper 4: Alternative to Coursework<br />
. May/June 2004; question 2<br />
. Oct./Nov. 2005; question 2<br />
Paper 2<br />
. Oct./Nov. 2004; question 5<br />
Relevant IGCSE Questions<br />
Paper 1: core/2:extended (designated as paper 1 from 2004)<br />
. 3rd Nov.1998; question 6<br />
. May/June.2001; question 5<br />
. May/June. 2003; question 6<br />
. Oct./Nov. 2004; question 5<br />
. May/June. 2006; question 5<br />
Curriculum content: Theme 3.4 Energy and water resources.<br />
S<strong>ch</strong>eme of Assessment: (paper 1:Questions 5 or 6); possibly questions in paper 2 and paper 4.<br />
Students will be able to understand the significance of renewable energy supplies (running<br />
water) that power the maize mill and some factors (physical) influencing the development<br />
and siting of hydroelectric power stations at small scale. Furthermore, students should<br />
describe the significance of eucalyptus timber to run boilers at tea factories. (see worksheet<br />
on page 41; fig. 24 on page 70).<br />
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Paper 3: (designated as paper 2 from 2004)<br />
. May/June. 2002; question 2<br />
. Oct./Nov. 2005; question 7<br />
. May/June. 2006; question 5<br />
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Relevant IGCSE Questions<br />
Paper 1:core/2:extended (designated as paper 1 from 2004)<br />
. May/June. 2001; question 6<br />
. Oct./Nov. 2002; question 5<br />
. Oct./Nov. 2004; question 6<br />
. May/June. 2006; question 5<br />
Curriculum content: 3.5: Environmental risks and benefits: resource conservation and<br />
management.<br />
S<strong>ch</strong>eme of Assessment: (paper 1:Question 5 or 6); possibly questions in paper 2 and paper 4.<br />
Students to recognise that further development of agriculture, industry, tourism, energy resources and<br />
mining of gold may improve the quality of life/ standard of living of people in Amani or pose threats to<br />
the environment (soil erosion, landslides due to deforestation etc).<br />
Students will learn a lot from staff members of Amani Nature Reserve about the need for<br />
resource conservation and management. They can get more information about conservation<br />
and management of the rainforest by reading references cited on pages 1 to 5 of this<br />
guidebook. (see worksheet on page 61; references on page 77; further information/<br />
resources on page 80).<br />
Relevant IGCSE Questions<br />
. Incorporated with questions for theme 3.1; 3.2; 3.3 and 3.4.
Mapwork<br />
S<strong>ch</strong>eme of Assessment: (paper 2:Question 1 based on a large scale map (1:50,000 or<br />
1:25,000) topographical map of a tropical area su<strong>ch</strong> as Mauritius, the Caribbean or<br />
Zimbabwe and will include a full key).<br />
At Lutindi hill, Students to orientate the map extract(s) of Mnyuzi-Tanzania:Series Y742<br />
(DOS 422); Sheet 130/1; Edition 3-TSD/OSD 1989 (scale 1:50,000) using compasses.<br />
They should also locate places including Lutindi hill. They should make interpretation of<br />
map evidence (and by seeing) of physical landscape su<strong>ch</strong> as valleys; spurs; hills and<br />
escarpments. They should also make interpretation of map evidence (and by seeing) of<br />
human landscape su<strong>ch</strong> as settlements; the site factors and patterns of villages and<br />
hamlets. (see worksheets on pages 30 and 32; fig. 38, 39, 40 on page 71; fig. 41, 42, and<br />
43 on page 72).<br />
Relevant IGCSE Questions<br />
Paper 3; question1( designated as paper 2 question 1 from 2004)<br />
. 5th Nov. 1996; map extract of Hwange West (Zimbabwe); 1:50,000<br />
. June. 1998; map extract of part of the island of St. Lucia;1:25,000<br />
. 21st May. 1999; map extract of Rose Belle (Mauritius); 1:25,000<br />
. 4th Nov. 1999; map extract of Masvingo (Zimbabwe);1:50,000<br />
. May/ June. 2001; map of part of Jamaica; 1:50,000<br />
. Oct./Nov. 2001; map of the Concession area of Zimbabwe;1:50,000<br />
. May/June. 2002; map extract of part of the island of Jamaica;1:50,000<br />
. Oct./Nov. 2002; map extract of Zvishavane (Zimbabwe); 1:50,000<br />
. May/June. 2003; map extract-part of the island of Saint Lucia; 1:25,000<br />
. Oct./Nov. 2003; map extract (around Glendale in Zimbabwe); 1:50,000<br />
. May/June. 2004; map extract of part of the island of Grenada; 1:25,000<br />
. Oct./Nov. 2004; map extract of part of Trinidad; 1: 25,000<br />
. May/June.2005; map extract of part of Jamaica; 1:50,000<br />
. Oct./Nov. 2005; map extract of part of the island of Mauritius; 1:25,000<br />
. May/June. 2006; map extract for part of the island of Jamaica; 1:50,000<br />
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FIELD TRIP TO AMANI IN TANGA<br />
SIGI INFORMATION CENTRE<br />
Suitable for Paper 1 (0460/1)<br />
Complete the worksheet about the East Usambaras.<br />
1. What are the Eastern Arc Mountains?<br />
_____________________________________________________________________<br />
_____________________________________________________________________<br />
2. Why are these mountains nicknamed "the Galapagos of Africa"?<br />
_____________________________________________________________________<br />
_____________________________________________________________________<br />
3. When was Amani Nature Reserve established?<br />
____________________________________________________________________<br />
_____________________________________________________________________<br />
4. 25-30% of the flora is "endemic", what does that mean?<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
5. Fill in some details about ea<strong>ch</strong> stage of the model "How a forest feeds life".<br />
Mature trees<br />
Dead tree<br />
Flowers Fruits and seeds<br />
Predators<br />
Seedlings to saplings
6. FAUNA<br />
Mammals<br />
(a) How many species are there? ___________________________________________<br />
(b) Write down the English and Latin names of any 6 common animals you might see.<br />
Table 1<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
Reptiles<br />
(a) How many species are there? ___________________________________________<br />
Look at the photos of reptiles<br />
(b) Whi<strong>ch</strong> one would you like to see and why? ________________________________<br />
___________________________________________________________________<br />
(c) Whi<strong>ch</strong> one would you least like to see and why? ____________________________<br />
______________________________________________________________________<br />
Amphibians<br />
Common Name Latin Name<br />
(a) How many species are here?____________________________________________<br />
(b) Where do aquatic frogs spend their life? ___________________________________<br />
(c) Where do arboreal frogs spend their life?__________________________________<br />
(d) What is special about the Nectophrynoides thornier toad?_____________________<br />
______________________________________________________________________<br />
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Birds<br />
(a) Who was Reginald Morean and what did he do?_____________________________<br />
______________________________________________________________________<br />
(b) How many bird species have been recorded in the East Usambaras?<br />
______________________________________________________________________<br />
(c) Write down the names of four endangered bird species whi<strong>ch</strong> are found in the<br />
Usambaras ___________________________, ___________________________,<br />
_________________________________ and _____________________________<br />
Insects: Butterflies and Moths<br />
(a) How many species? __________________________________________________<br />
(b) Write down the name of one species of "most unique moth".<br />
______________________________________________________________________<br />
“Restoration of this building"<br />
In the second small room<br />
When was it built and what for? ______________________________________<br />
________________________________________________________________<br />
Look at the photos of life during the German colonial period<br />
7. Flora:<br />
What economic activity is shown?_____________________________________<br />
At the front veranda<br />
(a) Whi<strong>ch</strong> is the largest species? _________________________________________<br />
(b) How many species are in Usambara?<br />
_________________________________________________________________<br />
(c) What proportion of species is endemic to the Eastern Arc Mountains?<br />
27<br />
_________________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool
African Violets<br />
(a) When was the African Violet first scientifically classified? ____________________<br />
__________________________________________________________________<br />
(b) How many species are now known?_____________________________________<br />
Plant use in Usambara Forests<br />
(a) What do local people use the 'Msambo' tree for?______________________<br />
(b) What is the 'Mpumu' tree used for?_________________________________<br />
________________________________________________________________<br />
Look at the samples and their notice(s)<br />
Write down the names of 5 other trees and what they are used for:<br />
______________________________________________________________________<br />
______________________________________________________________________<br />
______________________________________________________________________<br />
______________________________________________________________________<br />
______________________________________________________________________<br />
8. Tea Manufacturing<br />
(a) What is green leaf?<br />
_________________________________________________________________<br />
_________________________________________________________________<br />
(b) What is withering?__________________________________________________<br />
_________________________________________________________________<br />
(c) What is a CTC ma<strong>ch</strong>ine? ____________________________________________<br />
_________________________________________________________________<br />
(d) What is dhool? ____________________________________________________<br />
_________________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool 28
29<br />
(e) How is tea 'fermented'?<br />
______________________________________________________________<br />
(f) What is the next process? _________________________________________<br />
(g) What is the final manufacturing process? _____________________________<br />
9. Mapwork<br />
______________________________________________________________<br />
Look at three map extracts on the wall (scales: 1:50,000, 1:15,000 and 1:20,000).<br />
Give the compass direction of:<br />
(a) Monga Tea factory from Kwamkoro Tea factory____________________________<br />
(b) Derema Tea factory from Kwamkoro Tea factory___________________________<br />
10. The satellite image of East Usambara Mountains<br />
Note:<br />
What do the following colours indicate in the infra-red image?<br />
(a) dark red _________________ (e) white ________________________<br />
(b) red _____________________ (f) very white _____________________<br />
(c) light red _________________ (g) dark grey _____________________<br />
(d) dark blue ________________<br />
You can view more Landsat ETM Satellite images of East Usambaras included in the<br />
work of Nina Sengupta at:<br />
http://s<strong>ch</strong>olar.lib.vt.edu/theses/available/etd-12282003-150656/unrestricted/NinaSengupta.pdf<br />
2006 © Laureate International S<strong>ch</strong>ool
FIELD TRIP TO AMANI IN TANGA<br />
MAPWORK SESSION DURING THE WALK FROM UBIRI TO LUTINDI HILL<br />
Suitable for Paper 2 (0460/2)<br />
1.Observe the villages of Mlesa and Mikwinini whi<strong>ch</strong> are wrongly marked on an<br />
Ordinance Survey map of Mnyuzi; 1:50,000 (Tanzania: Series Y742 (DOS 422), as you<br />
travel from Amani Nature Reserve Centre to Ubiri village for a mapwork session.(Trail 5/Drive 1).<br />
Give the grid reference for the correct location of:<br />
Mlesa ____________________________________________ .<br />
Mikwinini _____________________________________________ .<br />
2. Use an Ordinance Survey map of Mnyuzi; 1: 50,000 to plan a route for visitors from<br />
Ubiri village to Lutindi hilltop (See Trail 5 on page 5) on map 6 (1:25,000).<br />
You should mark the following on map 6:<br />
(a) Ubiri village.<br />
(b) Lutindi hilltop.<br />
(c) The route you have walked from Ubiri to Lutindi.<br />
3. What do you see? (when you are at the summit of Lutindi hill) to the:<br />
(a) North __________________________________ hamlet/village.<br />
(b) North East _____________ and _______________(vegetation).<br />
(c) South _____________________________________________.<br />
(d) West __________________ valley and __________________.<br />
4. Look at the features shown on the Ordnance Survey map of Mnyuzi; 1:50,000 (of<br />
1989) within the Lwengera valley and then observe the features below the valley<br />
(when you are still at Lutindi hilltop).<br />
Describe the <strong>ch</strong>anges in terms of:<br />
(a) roads<br />
_______________________________________________________________<br />
(b) settlements<br />
_______________________________________________________________<br />
(c) crops<br />
_______________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool 30
5. Use a simple clinometer to determine the angle of slope/depression when you are<br />
at Lutindi hilltop as you observe one named settlement below the Lwengera valley.<br />
(Ignore your height). Show all your working.<br />
6. Suggest the site factors that have encouraged the growth of the settlements within<br />
Lwengera valley.<br />
____________________________________________________________________<br />
31<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool<br />
Extension Tasks<br />
Draw a field sket<strong>ch</strong> to show the main human and physical features along Lwengera valley<br />
and take a photograph including an element of scale for the same area.<br />
After drawing the field sket<strong>ch</strong> and processing the photograph<br />
(a) What type of photograph is it?<br />
(b) What are the main advantages of your field sket<strong>ch</strong> compared to your photograph?<br />
(c) What are the main advantages of your photograph compared to your field sket<strong>ch</strong>?
FIELD TRIP TO AMANI IN TANGA<br />
MAPWORK QUESTIONS<br />
Suitable for Paper 2 (0460/2)<br />
Study the map extract of Mnyuzi (Tanzania: Series Y742 (DOS 422); Sheet 130/1;<br />
Edition 3-TSD/OSD 1989). The scale of the map is 1:50,000.<br />
1. a) Give the six figure grid reference of the bridge carrying the road over Bululu<br />
River.<br />
__________________________________________________________________<br />
b) What type of public building is found at grid reference 673361?<br />
___________________________________________________________________<br />
c) Measure the distance along the power line from the point where it crosses<br />
Mnyuzi River at grid reference 551204 to the point where it crosses Lwengera<br />
River at grid reference 462286. Give your answer in metres.<br />
__________________________________________________________________<br />
d) State the direction of Mashewa at grid reference 630300 from Matombo at grid<br />
reference 670330. Give your answer both as a compass direction and a bearing<br />
from grid north.<br />
___________________________________________________________________<br />
2. a) Study the course of the river called Pangani. Describe the physical features of<br />
the river's <strong>ch</strong>annel and direction of flow.<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
b) State the settlement pattern in the following grid squares:<br />
6823 ______________________________________________________________<br />
4740 ______________________________________________________________<br />
4525 _____________________________________________________________<br />
c) Why do few people live in the area of the map between Northings 33 and 34 and<br />
Eastings 45 and 54?<br />
2006 © Laureate International S<strong>ch</strong>ool 32
45 54<br />
34 34<br />
Area for question 2 (c)<br />
33 33<br />
45 54<br />
______________________________________________________________________<br />
______________________________________________________________________<br />
______________________________________________________________________<br />
______________________________________________________________________<br />
3. a) State the services provided in the built up area of Amani (5936).<br />
_____________________________________________________________________<br />
_____________________________________________________________________<br />
_____________________________________________________________________<br />
b) State the evidence whi<strong>ch</strong> suggests that a large-scale system of farming is<br />
important in this area.<br />
______________________________________________________________________<br />
______________________________________________________________________<br />
4. Mng'aza (grid reference 502403) and Lutindi hill (grid reference 546403) are situated<br />
approximately 4560 metres apart. The height of Mng'aza is 320 metres above sea<br />
level and that of Lutindi is 1140 metres. Calculate and state the average gradient<br />
between the two places. Show all your working.<br />
33<br />
2006 © Laureate International S<strong>ch</strong>ool
5. Describe the land use other than buildings, railways, roads and tracks, in the South-<br />
West of the area bounded by Easting 60 and Northing 34:<br />
45 60<br />
34 34<br />
Area for question 5<br />
20 20<br />
45 60<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool 34
FIELD TRIP TO AMANI IN TANGA<br />
A STUDY OF THE RAINFOREST<br />
Suitable for Paper 1/2 (0460/1/2)<br />
Characteristics of Amani rainforest<br />
1. Mat<strong>ch</strong> the following statements with the letters on Fig. 7 above:<br />
35<br />
i. buttress roots ___________________________________________________<br />
ii. bran<strong>ch</strong>less trunk _________________________________________________<br />
iii. canopy layer, 30-40m _____________________________________________<br />
iv. epiphytes atta<strong>ch</strong> themselves to bran<strong>ch</strong>es _____________________________<br />
v. topmost storey, 45-60m ___________________________________________<br />
vi. crowns interlock, shuts out most of sunlight ___________________________<br />
vii. lianas /vines / creepers ___________________________________________<br />
viii. emergents / emergent layer ________________________________________<br />
ix. little undergrowth ________________________________________________<br />
x. trees grow close together __________________________________________<br />
xi. under storey / first storey, 15-20m ___________________________________<br />
xii. straight trunks ___________________________________________________<br />
xiii. drip tips ________________________________________________________<br />
xiv. evergreen forest: trees continously shed and regenerate leaves ____________<br />
2006 © Laureate International S<strong>ch</strong>ool
2) Use the following phrases (lack of sunlight; allow water to flow off quickly; compete<br />
for sunlight; luxuriant growth) to link with the beginnings:<br />
i. Tall trees __________________________________________________________<br />
ii. Little undergrowth __________________________________________________<br />
iii. Drip tips __________________________________________________________<br />
iv. Heavy rainfall ______________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool 36
FIELD TRIP TO AMANI IN TANGA<br />
A STUDY OF SAVANNA VEGETATION<br />
Suitable for Paper 1/2 (0460/1/2)<br />
Characteristics of Savanna vegetation to the West of Amani plateau and Lwengera valley.<br />
1. Name two grass species that cover the hillsides of Ndola and the escarpments of<br />
Amani: _______________ (broad leaves) and __________________ (finer leaves).<br />
2. Whi<strong>ch</strong> of the two grass species is:<br />
a) widely used for erosion control? ____________________________________<br />
b) less combustible, hence used for that<strong>ch</strong>ing houses? ____________________<br />
3. Explain plant adaptations for both grass and tree species during the dry season.<br />
________________________________________________________________<br />
________________________________________________________________<br />
4. Describe the appearance for both grass and tree species during the wet season.<br />
________________________________________________________________<br />
________________________________________________________________<br />
5. Name the animals that are grazed within the area ( clue: look for animal waste in<br />
case animals are nowhere to be seen).<br />
_______________________________________________________________<br />
_______________________________________________________________<br />
_______________________________________________________________<br />
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2006 © Laureate International S<strong>ch</strong>ool
6. What may happen to vegetation if the area:<br />
a) becomes heavily overgrazed? _______________________________________<br />
b) is over-cultivated?_________________________________________________<br />
7. Study the diagram below whi<strong>ch</strong> illustrates the gradual <strong>ch</strong>ange of vegetation from<br />
the Indian Ocean.<br />
a) With the help of map 3, give the wind direction from the Indian Ocean.<br />
_______________________________________________________________<br />
_______________________________________________________________<br />
b) How does the diagram help to explain the variation of vegetation of Amani?<br />
_______________________________________________________________<br />
_______________________________________________________________<br />
c) State the main differences between submontane forests and lowland forests of<br />
Amani.<br />
_______________________________________________________________<br />
_______________________________________________________________<br />
Extension Tasks<br />
Take photos /draw diagrams of tree species su<strong>ch</strong> as acacia/combretum that cover the hillsides<br />
of Ndola and the escarpments of Amani and label their main features to illustrate plant<br />
adaptations to the local climatic conditions.<br />
Fig. 9<br />
2006 © Laureate International S<strong>ch</strong>ool 38
VEGETATION STUDY<br />
Suitable for Paper 2 (0460/2)<br />
A vegetation study was done in the Eastern Arc Mountains of Kenya and Tanzania on<br />
43 permanent forest health study plots established in 2000 and 2001(involving 3,871<br />
trees, saplings and seedlings). The permanent plots (FMH) are to be measured again in<br />
2006. Amani Nature Reserve was one of the three areas <strong>ch</strong>osen for the study and the<br />
findings for the selected trails whi<strong>ch</strong> illustrate the biodiversity of Amani Nature Reserve<br />
are summarised below:<br />
Mbomole Hill (5 FHM plots): See Trail 2 on page 5.<br />
Table 2<br />
Kwamkoro Forest Station (4 FHM plots): See Trail 3 on page 5.<br />
Table 3<br />
Sigi Trail (5 FHM plots) : See Trail 8 on page 5.<br />
Table 4<br />
Turaco Bird Trail (6 FHM plots) See Monga Trail (T 4) on page 5.<br />
Table 5<br />
Source: Adapted from 'Forest Health Monitoring in the Eastern Arc Mountains of Kenya<br />
and Tanzania: a baseline report on selected forest reserves'. (Available at<br />
http://fhm.fs.fed.us/pubs/baseline/eam-01-02.pdf (accessed on 18/4/2006)<br />
39<br />
Number Number of species<br />
Trees 128 37<br />
Saplings 22 15<br />
Seedlings 142 33<br />
Trees 96 29<br />
Saplings 50 24<br />
Seedlings 195 29<br />
2006 © Laureate International S<strong>ch</strong>ool<br />
Number Number of species<br />
Number Number of species<br />
Trees 136 29<br />
Saplings 29 9<br />
Seedlings 603 33<br />
Number Number of species<br />
Trees 149 29<br />
Saplings 32 13<br />
Seedlings 329 38
Use the information below to draw a pie <strong>ch</strong>art (including the key) for ea<strong>ch</strong> trail on separate<br />
papers:<br />
Mbomole Hill Trail Trees: See Trail 2 on page 5.<br />
Cinnamomum camphora 20%<br />
Maesopsis eminii 15%<br />
Allanblackia stuhlmannii 12%<br />
Afrocarpus falcatus 5%<br />
Myrianthus holstii 5%<br />
All others 43%<br />
Kwamkoro Forest Station Trees: See Trail 3 on page 5.<br />
Maesopsis eminii 39%<br />
Myrianthus holstii 11%<br />
Cephalospheara usambarensis 6%<br />
Greenwayodendron suaveolens 4%<br />
Macaranga kilimands<strong>ch</strong>arica 4%<br />
Sorindeia madagascariensis 4%<br />
All others 32%<br />
Use the information below to draw a divided bar graph (including the key) for ea<strong>ch</strong> trail<br />
on separate papers:<br />
Sigi Trail Forest Trees: See Trail 8 on page 5.<br />
Leptony<strong>ch</strong>ia usambarensis 23%<br />
Funtumia Africana 15%<br />
Cephalospheara usambarensis 10%<br />
Maesopsis eminii 8%<br />
Myrianthus holstii 7%<br />
All others 37%<br />
Turaco Bird Trail Trees : See Monga Trail (T 4) on page 5.<br />
Greenwayodendron suaveolens 25%<br />
Allanblackia stuhlmannni 14%<br />
Cephalospheara usambarensis 13%<br />
Rawsonia lucida 9%<br />
Strobosia s<strong>ch</strong>effleri 6%<br />
All others 43%<br />
Source: Adapted from 'Forest Health Monitoring in the Eastern Arc Mountains of Kenya<br />
and Tanzania: a baseline report on selected forest reserve'. (Available at<br />
http://fhm.fs.fed.us/pubs/baseline/eam-01-02.pdf (accessed on 18/4/2006).<br />
2006 © Laureate International S<strong>ch</strong>ool 40
FIELD TRIP TO AMANI IN TANGA<br />
A STUDY OF HYDRO-ELECTRIC POWER<br />
Suitable for Paper 1/2 (0460/1/2)<br />
Hydro- electric power is electricity produced by the power of falling water. Water from a<br />
reservoir or lake drops towards the water turbine through a long pipe called a penstock.<br />
The water turbine <strong>ch</strong>anges the energy of movement (kinetic energy) into energy in the<br />
form of me<strong>ch</strong>anical power (me<strong>ch</strong>anical energy).<br />
The distance the water falls before it strikes the water turbine is called the 'head'.<br />
There are three types of water turbine:<br />
. The Pelton wheel-used with 'heads' of more than 300metres.<br />
. The Francis turbine-used with 'heads' of between 30 and 300metres.<br />
. The Kaplan turbine-used with 'heads' of less than 30metres.<br />
The movable gates called guide vanes or nozzles aim the falling water at the blades or<br />
buckets. The blades are pushed hence turning the wheel and the axle whi<strong>ch</strong> is mounted<br />
vertically or horizontally. The axle is directly or indirectly connected to a ma<strong>ch</strong>ine, an<br />
electric generator or a dynamo.<br />
41<br />
2006 © Laureate International S<strong>ch</strong>ool<br />
The Kaplan turbine
1. Mat<strong>ch</strong> the following words with the letters on fig. 10 on page 41:<br />
i. Turbine wheel ____________________________________________________<br />
ii. Axle ____________________________________________________________<br />
iii. Control gate ______________________________________________________<br />
iv. Reservoir ________________________________________________________<br />
v. Guide vanes ______________________________________________________<br />
vi. Penstock ________________________________________________________<br />
vii. Head ___________________________________________________________<br />
viii. Electric Generator/ Dynamo _________________________________________<br />
Extension tasks<br />
1. During a visit to the Water Powered Mill at Zigi/Sigi (Trail 7 and Trail 8 on page 5 ),<br />
students to measure or estimate the:<br />
. length of intake pipeline<br />
. diameter of the intake pipeline<br />
. head of water<br />
2. During the visit to the disused hydro electric power plant whi<strong>ch</strong> supplied electricity<br />
to Amani Medical Resear<strong>ch</strong> Centre between 1935 and 1978, about 150 metres<br />
from Amani Sigi road (Trail 7 and Trail 8), students to draw an annotated sket<strong>ch</strong> of<br />
the area to illustrate the factors that were considered when locating the power plant.<br />
3. Students to mark a point on map 7 with a dot for the site of the disused hydroelectric<br />
power plant and write H.E.P against it.<br />
2006 © Laureate International S<strong>ch</strong>ool 42
Note:<br />
FIELD TRIP TO AMANI IN TANGA<br />
A STUDY OF TOURISM<br />
Suitable for Paper 1 (0460/1)<br />
*Visitors can obtain/buy the following at Sigi Information Centre or Amani Headquarters;<br />
. Leaflets on various trails (see page 5) designed by EUCAMP in 2002.<br />
. A Guide to Trails and Drive Routes in Amani Nature Reserve- Draft for Comments<br />
and Testing, prepared by EUCFP in 1995. Available at: http://www.easternarc.or.tz/down<br />
loads/E 0Usam/EUCAMP web site pdf/tecpap17.pdf<br />
. A book whi<strong>ch</strong> describe in detail the most important trees of Amani Nature Reserve.'Trees<br />
of Amani Nature Reserve' by S<strong>ch</strong>ulman, L. Junikka, L. Mndolwa, A & Rajab, L. 1998;<br />
Helsinki University Press. 336pp.ISBN 9987 646 01 8.<br />
*Visitors can also download information (leaflets) from the new website:<br />
http://www.easternarc.or.tz.dl.htm#trail%20guides, about the following;<br />
. Amani Driving Trails<br />
. Botanical Garden Trail<br />
. Derema Trail<br />
. Kwamkoro Trail<br />
. Mbomole Hill Trail<br />
. Monga Trail (Turaco Bird Trail has been introduced here).<br />
. Sigi Spice Garden and Chemka Village Trail<br />
. Sigi Trail<br />
1. Apart from the rainforest, what other attractions (physical or human) does Amani<br />
have for visitors?<br />
_________________________________________________________________<br />
_________________________________________________________________<br />
2. Suppose a foreign company made a development proposal to construct a large<br />
hotel with helipad within Amani Nature Reserve and a tarred road from Muheza to<br />
Amani. Evaluate its likely:<br />
a) economic effects<br />
______________________________________________________________<br />
______________________________________________________________<br />
43<br />
b) social effects<br />
______________________________________________________________<br />
______________________________________________________________<br />
c) environmental effects<br />
______________________________________________________________<br />
______________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool
3. Suggest reasons why other people may have different points of view from yours?<br />
___________________________________________________________________<br />
___________________________________________________________________<br />
4. Explain why an Environmental Impact Assessment for su<strong>ch</strong> development<br />
proposals/projects is obligatory according to the new Forestry Act of 2002 in Tanzania.<br />
___________________________________________________________________<br />
___________________________________________________________________<br />
5. According to 'A Modern Dictionary of Geography' (2001:84), eco-tourism is:<br />
‘a form of tourism that seeks to minimize the environmental impacts of visitor<br />
pressure and the construction of tourist infrastructure…an important aspect of<br />
ecotourism is that it should be owned and run by local people and the profits<br />
retained in the local area rather than leaking to a foreign company.'<br />
Complete table 6 about employment opportunities at Amani Nature Reserve and other<br />
questions below to assess if they reflect the common features of eco-tourism as<br />
summarised above.<br />
Table 6<br />
Number of employees at<br />
Amani Rest Houses.<br />
Number of local guides<br />
From Amani/East<br />
Usambaras<br />
. What percentage of entrance/ resear<strong>ch</strong> fees to Amani Nature Reserve is remitted to<br />
villages adjacent to Amani Nature Reserve?<br />
___________________________________________________________________<br />
___________________________________________________________________<br />
. Name any three items made by villagers of Amani/East Usambaras that are being<br />
sold to the visitors at the curio shop inside Sigi Information Centre.<br />
___________________________________________________________________<br />
___________________________________________________________________<br />
. Name any five food items from villages surrounding Amani Nature Reserve/East<br />
Usambaras that are being served during meals at the restaurants of Amani Rest<br />
Houses.<br />
___________________________________________________________________<br />
___________________________________________________________________<br />
%<br />
From areas beyond<br />
East Usambaras<br />
%<br />
2006 © Laureate International S<strong>ch</strong>ool 44
TOURISM INVESTIGATION<br />
Suitable for Paper 4 (0460/4)<br />
Note:<br />
*The Management of Amani Nature Reserve is encouraging eco-tourism but the number<br />
of tourists is still small. According to EUCAMP (2002a, 21), about 950 tourists visited<br />
Amani Nature Reserve between July 2001 and June 2002. Therefore, studies involving<br />
'count' of tourists as an enquiry skill may not be appropriate for the time being.<br />
*Visit http://www.geography-site.co.uk for further information on: When to use a<br />
Questionnaire, How to design a Questionnaire, Planning the Fieldwork, Approa<strong>ch</strong>ing your<br />
Audience, Recording the Data and Data Analysis.<br />
Suitable titles: Are the leisure facilities at Amani adequate for the needs of tourists?<br />
: What is the influence of tourism in Amani?<br />
Hypotheses that can be tested in Amani<br />
Students to formulate relevant hypotheses in line with the title for the study they will have<br />
<strong>ch</strong>osen.<br />
Pre field trip preparation (in class/s<strong>ch</strong>ool)<br />
Students individually or in groups to:<br />
. discuss the type of data they need to test the hypotheses (primary and secondary<br />
e.g. visitor's book) that they will have formulated.<br />
. devise a questionnaire as one of the methods of collecting data whi<strong>ch</strong><br />
may include questions (both open and closed) on the: main attractions; method of trans<br />
port; sphere of influence; use of leisure facilities; type of pollution and the quality of the<br />
environment.<br />
The website (www.geography-site.co.uk) has useful information on: When to use a<br />
Questionnaire, How to design a Questionnaire, Planning the Fieldwork, Approa<strong>ch</strong>ing<br />
your Audience, Recording the Data, Data Analysis.<br />
. discuss how they could conduct a pilot study and sampling te<strong>ch</strong>niques if need be.<br />
Field work: collecting information using questionnaire and other data collection methods.<br />
Field trip follow up activities<br />
Students individually or in groups to:<br />
. present data using a variety of illustrative te<strong>ch</strong>niques su<strong>ch</strong> as graphs, sket<strong>ch</strong> maps,<br />
diagrams, photographs, tables and <strong>ch</strong>arts.<br />
. use information as presented in a variety of illustrative te<strong>ch</strong>niques to identify the<br />
trends/patterns and make appropriate comments.<br />
. accept or reject the hypotheses they will have set at the beginning of the study.<br />
. look at all the work they have done and make comments on its strength/weaknesses.<br />
. write field trip report(s) using the following outline: Introduction; Aims; Hypotheses; Data<br />
collection; Data presentation; Data analysis; Evaluation and Conclusion.<br />
45<br />
2006 © Laureate International S<strong>ch</strong>ool
Chemical Weathering<br />
FIELD TRIP TO AMANI IN TANGA<br />
A STUDY OF WEATHERING<br />
Suitable for Paper 1 (0460/1)<br />
1. Explain how the following processes and agents cause <strong>ch</strong>emical weathering around<br />
buildings and within the rainforest of Amani:<br />
. Chelation/organic acids<br />
_______________________________________________________________<br />
_______________________________________________________________<br />
. Oxidation/ oxygen<br />
_______________________________________________________________<br />
_______________________________________________________________<br />
Note: It is possible to study about 'carbonation': the other process of <strong>ch</strong>emical weathering<br />
at Amboni Caves near Tanga town, about 40km., from Amani Nature Reserve (see map 3;<br />
fig. 9 on page 38). The formation of Amboni Caves, estimated to extend over 234 kilometres,<br />
is believed to have started about 14 million years ago (The Daily News, 24 May 2006).<br />
2. Suggest and describe any three possible factors that may make <strong>ch</strong>emical weathering more<br />
effective at Amani.<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
Biological/Organic/Biotic Weathering<br />
1. Describe any two possible rock features that influence the rate of biological weathering at<br />
Amani;<br />
___________________________________________________________________<br />
___________________________________________________________________<br />
2. Explain how biological weathering at Amani is often aided by <strong>ch</strong>emical weathering.<br />
___________________________________________________________________<br />
___________________________________________________________________<br />
Extension tasks<br />
Take photographs, preferably along the road with hairpin bends between Amani<br />
Headquarters and Sigi gate (grid square 6036 on map 4 and map 7 ) to illustrate biological<br />
weathering due to tree roots.<br />
After processing your photograph<br />
Annotate the photographs to illustrate the process of biological weathering and prepare a<br />
display for your class/s<strong>ch</strong>ool.<br />
2006 © Laureate International S<strong>ch</strong>ool 46
2006 © Laureate International S<strong>ch</strong>ool<br />
RIVER INVESTIGATION<br />
Suitable for Paper 4 (0460/4)<br />
Note:<br />
Sigi River and its tributaries flows throughout the year (see map 4 and map 7; Trail 3, 6,<br />
8 and others on page 5 ). It can be accessed at many points. However, some sections are<br />
too deep and there are many boulders whi<strong>ch</strong> are slippery. It is better to hire a local guide<br />
to move you along the river/tributaries during an investigation.<br />
Suitable title: How do landscape and processes <strong>ch</strong>ange in a river valley?<br />
Hypotheses that can be tested at Amani :<br />
. The river valley becomes wider downstream.<br />
. The volume of water in a river increases further downstream.<br />
. The size of material in the river bed <strong>ch</strong>ange as a river moves downstream.<br />
. The gradient of a river valley is steeper in its upper course.<br />
. The speed of the river decreases downstream.<br />
. Water flows faster where the <strong>ch</strong>annel is deeper.<br />
. The roundness of pebbles (of the same rock type and size range) will increase<br />
downstream.<br />
Pre field trip preparation (in class/s<strong>ch</strong>ool)<br />
Students individually or in groups to:<br />
. decide on the hypotheses they will investigate while at Amani.<br />
. discuss the type of data they need to collect (primary and secondary) through<br />
measuring, sket<strong>ch</strong>ing and observing.<br />
. construct data collection/recording sheets (including details to make ea<strong>ch</strong> one<br />
unique for future reference) to record data accurately appropriate to ea<strong>ch</strong> of the<br />
hypotheses to be tested e.g. on the speed of flow; shape and size of bedload;<br />
depth of river; slope of a river/river banks.<br />
. consider the sampling te<strong>ch</strong>niques for selecting study points along the selected<br />
river/tributary.<br />
. familiarise with different river measurement te<strong>ch</strong>niques.<br />
. prepare equipment su<strong>ch</strong> as: quadrats, pantometer, tape measure,<br />
flowmetres/floating objects, stopwat<strong>ch</strong>, metre rule e.t.c and familialise with their<br />
proper use. Visit http://www.geography-site.co.uk for further information on: River<br />
Velocity, River Dis<strong>ch</strong>arge, River Cross Sections and River Gradient.<br />
Fieldwork: measuring (using specific equipment), sket<strong>ch</strong>ing , observing. and recording<br />
data.<br />
Field trip follow up activities:<br />
Students individually or in groups to:<br />
. present data using a variety of illustrative te<strong>ch</strong>niques su<strong>ch</strong> as graphs, sket<strong>ch</strong><br />
maps, diagrams and photographs.<br />
. use information as presented in a variety of illustrative te<strong>ch</strong>niques to identify the<br />
trends/patterns and make appropriate comments.<br />
. accept or reject the hypotheses they will have set at the beginning of the study.<br />
. look at all the work they will have done and make comments on its strength/weakness.<br />
. write field trip report(s) using the following outline: Introduction; Aims;<br />
Hypotheses; Data collection; Data presentation; Data analysis; Evaluation and<br />
Conclusion.<br />
47
FIELD TRIP TO AMANI IN TANGA<br />
A STUDY OF WEATHER AT MARIKITANDA STATION<br />
Suitable for Paper 2/4 (0460/2/4)<br />
See Trail 5 and Drive 1 on page 5<br />
1. State where ea<strong>ch</strong> of the following instruments is sited at Marikitanda weather station<br />
and describe how it is used:<br />
. Maximum and Minimum Thermometer<br />
_________________________________________________________________<br />
_________________________________________________________________<br />
_________________________________________________________________<br />
. Dry bulb and Wet bulb Thermometer<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
. Rain Gauge<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
. Campbell Stokes Sunshine Recorder<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
. Cup Anemometer<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
. B Pan (s)<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
. Gunn Bellani<br />
_______________________________________________________________________________<br />
_______________________________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool 48
FIELD TRIP TO AMANI IN TANGA<br />
A STUDY OF WEATHER AT MARIKITANDA STATION<br />
Suitable for Paper 2 (0460/2<br />
1. Try to ask (politely) for weather data for Amani area for the first 15 days of one month<br />
and complete the data collection sheet below:<br />
i) Name(s) of recorder(s) _______________________________________________<br />
ii) Month ___________________________________________________________<br />
iii) Year ___________________________________________________________<br />
iv) Weather station _____________________________________________________<br />
Table 7<br />
In case you are provided with 'Dry bulb' and 'Wet bulb' readings, use the relative humidity<br />
table on page 76 (appendix 2) to work out the humidity for ea<strong>ch</strong> day and complete column<br />
5 of table 7 above.<br />
49<br />
Date<br />
1st<br />
2nd<br />
3rd<br />
4th<br />
5th<br />
6th<br />
7th<br />
8th<br />
9th<br />
10th<br />
11th<br />
12th<br />
13th<br />
14th<br />
15th<br />
Max. Temp.<br />
( 0C)<br />
2004 © Laureate International S<strong>ch</strong>ool<br />
Max. Temp.<br />
( 0C)<br />
Rain (mm) Humidity (%)<br />
Wind speed<br />
(km/hr)
2. Describe how, during the period 1st to 15th, rainfall may be related to ea<strong>ch</strong> of the<br />
following :<br />
. Diurnal range of temperature (Diurnal = over 24 hours)<br />
_________________________________________________________________<br />
_________________________________________________________________<br />
_________________________________________________________________<br />
. Wind speed<br />
_________________________________________________________________<br />
_________________________________________________________________<br />
_________________________________________________________________<br />
. Humidity<br />
_________________________________________________________________<br />
_________________________________________________________________<br />
_________________________________________________________________<br />
3. Draw the line graph for minimum and maximum temperature on the graph paper.<br />
2004 © Laureate International S<strong>ch</strong>ool 50
51<br />
Table 8<br />
MONTHLY MEAN AIR TEMPERATURE AT MARIKITANDA TEA<br />
RESEARCH CENTRE: JANUARY 1998- DECEMBER 2003<br />
(In 0C) Jan. Feb. Mar. Apr. May. June July Aug. Sept. Oct. Nov. Dec.<br />
1998<br />
Max. 26.6 28.4 27.4 28.3 24.6 22.9 21.8 22.8 22.8 23.9 24.8 26.8<br />
Min. 17.4 18.1 17.9 18.5 16.9 16.9 15.4 14.9 15.3 14.0 15.3 17.4<br />
Mean 22.0 23.3 22.7 23.4 20.8 19.4 18.6 18.9 19.1 19.0 20.1 22.1<br />
1999<br />
Max. 27.7 29.1 27.1 24.3 22.9 21.7 20.3 20.6 22.3 23.2 26.2 26.0<br />
Min. 17.4 17.2 17.7 17.3 16.7 15.6 15.4 14.3 14.9 14.0 16.4 16.2<br />
Mean 22.6 23.2 22.4 20.8 19.8 18.7 17.9 17.5 18.6 18.6 20.8 21.1<br />
2000<br />
Max. 28.0 29.1 27.4 24.9 22.2 21.3 20.3 21.4 22.4 24.0 26.2 26.1<br />
Min. 16.2 16.1 17.5 17.3 17.0 15.7 14.3 14.3 14.0 14.9 17.5 17.8<br />
Mean 22.1 22.6 22.5 21.1 19.6 18.5 17.3 17.9 18.2 19.5 21.9 22.0<br />
2001<br />
Max. 26.7 27.0 27.4 24.8 23.0 21.2 20.7 21.6 23.5 24.6 27.2 28.4<br />
Min. 17.2 16.8 17.3 17.9 17.3 15.8 14.0 13.5 13.4 15.2 16.5 18.2<br />
Mean 22.0 21.9 22.4 21.4 20.2 18.5 17.4 17.6 18.5 19.9 21.9 23.3<br />
2002<br />
Max. 28.0 29.0 27.0 23.6 23.0 22.0 22.0 21.2 22.5 24.3 25.6 26.4<br />
Min. 17.9 17.2 18.2 18.0 15.9 15.6 14.4 14.8 15.0 15.8 16.0 17.7<br />
Mean 23.0 23.1 22.6 20.8 19.5 18.8 18.2 18.0 18.8 20.1 20.8 22.1<br />
2003<br />
Max. 28.7 28.6 29.2 26.5 23.8 22.2 21.3 21.7 23.3 24.4 26.8 28.2<br />
Min. 18.9 17.1 17.3 17.9 17.3 15.6 14.5 13.6 15.5 15.6 16.9 17.3<br />
Mean 21.8 22.8 23.3 22.2 20.5 18.9 17.9 17.7 19.4 20.0 21.9 22.8<br />
2006 © Laureate International S<strong>ch</strong>ool
MONTHLY RAINFALL AT MARIKITANDA TEA RESEARCH CENTRE: JANUARY<br />
1998- DECEMBER 2003<br />
Table 9<br />
Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec.<br />
1998 170.6 180 228.3 518.1 341.4 123.9 43.4 69.7 123.9 82.7 43.3 15.3<br />
1999 56.1 8.2 235.9 394.2 323.7 229.6 174.1 147.6 85.9 63.6 281.5 69.9<br />
2000 2.8 17.8 261.1 264.8 295.3 185.3 38.3 98.0 51.3 71.4 94.5 144.7<br />
2001 129.4 79 175.6 381.2 262.1 126.2 25.1 36.9 3.7 41.4 4.4 71<br />
2002 16.4 9.8 110.2 282.9 143.9 29.7 72.2 231.1 181.8 441.7 245 168.6<br />
2003 8.9 36.7 88.0 119.2 334.2 128.6 69.1 58.4 44.7 143.9 12.7 59.4<br />
Note: The wettest year between 1967 and 2004 was 1972 whi<strong>ch</strong> recorded 2823mm<br />
and the driest was 1996 whi<strong>ch</strong> recorded 1031.5mm.<br />
1. Use the information on table 8 and table 9 to work out the annual range of temperature<br />
and annual rainfall for:<br />
. 1998 _______________________________________________<br />
. 1999 _______________________________________________<br />
. 2000 _______________________________________________<br />
. 2001 _______________________________________________<br />
. 2002 _______________________________________________<br />
. 2003 _______________________________________________<br />
2. Whi<strong>ch</strong> table shows:<br />
. interval data? ________________________________________<br />
. ratio data? __________________________________________<br />
3. Study both table 8 and table 9. Describe the main features whi<strong>ch</strong> proves that<br />
Marikitanda is located in the Southern hemisphere:<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
4. The data below are annual rainfall for Marikitanda Weather Station from 1978 to 1997:<br />
2038, 2332, 1614, 1498, 2576, 1213, 2316, 1903, 1910, 1318, 1623, 1784, 1853,<br />
1379, 2087, 1735, 1804, 1322, 1032, 2441.<br />
2006 © Laureate International S<strong>ch</strong>ool 52
Draw a line graph showing annual rainfall at Marikitanda from 1978 to 1997<br />
5. Measures of dispersion : descriptive statistics. Using rainfall data for the 20 year<br />
period, state<br />
53<br />
. the maximum ________________________________________<br />
. the minimum _________________________________________<br />
. the range ____________________________________________<br />
. the interquartile range __________________________________<br />
. the standard deviation __________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool
WEATHER INVESTIGATION<br />
Suitable for Paper 4 (0460/4)<br />
Note<br />
There is a small weather station at the National Institute for Medical Resear<strong>ch</strong> Centre in<br />
Amani and a larger one at Marikitanda Tea Resear<strong>ch</strong> Centre, 12km.,in the South West of<br />
Amani Nature Reserve Centre.<br />
Suitable title: How do different aspects of weather affect ea<strong>ch</strong> other at Amani?<br />
Hypotheses that can be tested at Amani:<br />
. as temperature increases, humidity decreases/ the higher the mean temperature the<br />
lower the humidity.<br />
. as humidity increases, rainfall increases.<br />
. as the mean temperature increases, the wind speed increases.<br />
. the greater the diurnal range of temperature the less the humidity.<br />
. the greater the cloud cover the higher the rainfall.<br />
. the higher the wind speed the lower the temperature.<br />
Pre field trip preparation (in class/s<strong>ch</strong>ool)<br />
Students individually or in groups to:<br />
. decide on the hypotheses they will investigate while at Amani.<br />
. be made aware of what they are required to do (instructions) during fieldwork.<br />
. discuss on the type of data they need to collect (primary and secondary) and how they<br />
will collect it through measuring, sket<strong>ch</strong>ing and observing. It is possible to obtain secondary<br />
weather data for the past 37 years at Marikitanda Weather Station.<br />
. prepare some simple weather instruments su<strong>ch</strong> as rain gauge and anemometer<br />
and familialise with their proper use.<br />
. construct data collection/recording sheets.(including information to make them unique for<br />
future reference) for the number of days during an investigation and time for recording.<br />
Fieldwork: students measuring (using specific equipment), sket<strong>ch</strong>ing, observing. and<br />
recording data. If using their own simple made instruments, students should<br />
decide where to site them at the beginning of their investigation.<br />
Field trip follow up activities<br />
Students individually or in groups to:<br />
. present data using a range of te<strong>ch</strong>niques su<strong>ch</strong> as scattergraphs to show the relationship<br />
between two aspects/elements of weather, line graphs, bar graphs.<br />
. summerize in writing what the illustrative te<strong>ch</strong>niques show.<br />
. write whether ea<strong>ch</strong> of the scatter graphs they have drawn shows a positive correlation,<br />
negative or no correlation.<br />
. use some statistical tests su<strong>ch</strong> as Spearman Rank Correlation to measure the association<br />
between two variables and describe/explain the results of their statistical analysis.<br />
. accept or reject the hypotheses they set at the beginning of their study.<br />
. say or write their thoughts and opinions about what may have influenced their findings/what<br />
part of the investigation went well and what could be improved.<br />
. write field trip report(s) using the following outline: Introduction; Aims; Hypotheses;<br />
Data collection; Data presentation; Data analysis; Evaluation and Conclusion.<br />
2006 © Laureate International S<strong>ch</strong>ool 54
FIELD TRIP TO AMANI IN TANGA<br />
A STUDY OF A LARGE SCALE SYSTEM OF FARMING<br />
Suitable for Paper 1 (0460/1)<br />
A case study of ________________________________ Tea Plantation/ Estate.<br />
A plantation can be described as a system, with inputs into the system, processes whi<strong>ch</strong><br />
take place in it and outputs from the plantation (system).<br />
Expenditure Activities Income (profit/no profit)<br />
1. Describe Physical Inputs for ______________________________ Tea Plantation.<br />
Climate: Annual rainfall (in mm) __________________________________________<br />
Average temperature (in 0 C) ______________________________________<br />
Length of the growing season (number of months in a year) _____________<br />
Relief: The main landforms _____________________________________________<br />
Average altitude (in metres) _______________________________________<br />
Soil: Type and fertility ________________________________________________<br />
Drainage (well drained/poorly drained) ______________________________<br />
2. Describe Human and Economic inputs for _____________________ Tea Plantation.<br />
55<br />
Inputs Outputs<br />
Processes<br />
Labour: Number of skilled labourers _________________________________<br />
Average number of unskilled/semiskilled labourers _______________<br />
Transport used between field and factory ____________________________<br />
______________________________________________________________<br />
Ma<strong>ch</strong>inery or hand tools used in the tea plantation.<br />
______________________________________________________________<br />
______________________________________________________________<br />
Fertilizers and pesticides (give <strong>ch</strong>emical names).<br />
______________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool
Government policy towards the tea industry.<br />
___________________________________________________________________<br />
___________________________________________________________________<br />
___________________________________________________________________<br />
3. Fill in the spaces about the processes within Tea Plantation.<br />
Planting: Tea seedlings are grown first in __________________________ .<br />
After about _________ years of growth, tea seedlings can be<br />
transplanted to the field.<br />
Plucking: Begins when the trees are _________________ years old.<br />
The tea pickers have ______________________on their back into<br />
whi<strong>ch</strong> they put plucked tea leaves.<br />
Perfect plucking means that only ____________ leaves and a bud<br />
are removed.<br />
Tea bush can be plucked every __________ to _________days.<br />
Pruning is done for two main reasons:<br />
To prevent the bush growing to its natural height hence<br />
______________________________________________________<br />
______________________________________________________<br />
To encourage the growth of more<br />
______________________________________________________<br />
______________________________________________________<br />
4. Describe the outputs from the tea Plantation.<br />
___________________________________________________________________<br />
___________________________________________________________________<br />
Note:<br />
A Case study of tea plantation can be used to answer IGCSE Geography questions<br />
similar to the one below:<br />
Paper 2; 3rd Nov.1998, question 5 (b)<br />
With reference to a large-scale system of commercial farming:<br />
(i) Name and locate an example. [2]<br />
(ii) Describe the factors that have encouraged this system of farming to<br />
develop in the area you have named in (i ). [8]<br />
(iii) Explain why this system of farming is organized on a large-scale. [3]<br />
2006 © Laureate International S<strong>ch</strong>ool<br />
56
FIELD TRIP TO AMANI IN TANGA<br />
SMALL SCALE FARMING SYSTEMS<br />
Suitable for Paper 1 (0460/1)<br />
'The majority of the population [in Amani] depend on small-scale agriculture<br />
and they cultivate both subsistence and cash crops'( Vihemäki H 2006:14).<br />
1. Observe crops, listed in the table below, being grown along the road as you travel from<br />
Amani Rest House to Kwamkoro Tea estate. (Kwamkoro trail: T .3 ).<br />
For ea<strong>ch</strong> crop, indicate by a tick in the appropriate column, whether it falls under<br />
small scale subsistence farming or small scale cash crop farming.<br />
Table 10<br />
2. Observe crops being grown by villagers of Chemka after crossing Nagaruwe River<br />
(Sigi Mountain Trail:T. 8) listed in the table below and indicate by a tick in the<br />
appropriate column, whether they fall under small scale subsistence farming or<br />
small scale cash crop farming.<br />
57<br />
Crop Small scale subsistence farming Small scale cash crop farming<br />
Banana<br />
Sugarcane<br />
Cinnamon<br />
Cardamom<br />
Cloves<br />
Black pepper<br />
Cassava<br />
Table 11<br />
Crop Small scale subsistence farming Small scale cash crop farming<br />
Coconut<br />
Cassava<br />
Cardamom<br />
Bananas<br />
Pawpaw<br />
Sweet potato<br />
Black pepper<br />
Cocoyams<br />
2006 © Laureate International S<strong>ch</strong>ool
3. Observe crops being grown by villagers of Mbomole: Monga Trail; T.4 (about 1.8<br />
km from Amani Nature Reserve Centre) listed in the table below and indicate by a<br />
tick in the appropriate column, whether they fall under small scale subsistence<br />
farming or small scale cash crop farming.<br />
Table 12<br />
Crop Small scale subsistence farming Small scale cash crop farming<br />
Cloves<br />
Cinnamon<br />
Sugarcane<br />
Cocoyams<br />
Banana<br />
Extension Tasks<br />
Choose one crop under small scale subsistence farming and one crop under small<br />
scale cash crop farming. Then prepare a system diagram for ea<strong>ch</strong> crop similar to that<br />
of a large scale system of farming for tea plantation on page 55 and 56.<br />
4. Suggest the main problems that small scale farmers in Amani (Division) face.<br />
___________________________________________________________________<br />
___________________________________________________________________<br />
___________________________________________________________________<br />
___________________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool 58
FIELD TRIP TO AMANI IN TANGA<br />
A STUDY OF AN INDUSTRIAL SYSTEM AND INDUSTRIAL LOCATION<br />
Suitable for Paper 1 (0460/1)<br />
A case study of _____________________________ Tea factory.<br />
A factory can be described as a system, with inputs into the factory/industry, processes<br />
taking place in the factory and outputs from the factory.<br />
1. Describe the following inputs for _____________________________ Tea factory.<br />
59<br />
Inputs Processes<br />
Outputs<br />
Raw materials ______________________________________________________<br />
__________________________________________________________________<br />
Energy supplies (types/amount per day) _________________________________<br />
__________________________________________________________________<br />
Site (shape of land and size) __________________________________________<br />
__________________________________________________________________<br />
Labour : number of skilled labourers ____________________________________<br />
number of unskilled/semi skilled labourers _________________________<br />
Market: ___________________________________________________________<br />
Government control (i.e. policies and incentives)<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
Capital (sources) ___________________________________________________<br />
__________________________________________________________________<br />
Ma<strong>ch</strong>inery:(names of some ma<strong>ch</strong>ines) ___________________________________<br />
__________________________________________________________________<br />
Leisure facilities _____________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool
2. Explain the following processes in a Tea factory.<br />
Withering __________________________________________________________<br />
__________________________________________________________________<br />
Cutting ____________________________________________________________<br />
__________________________________________________________________<br />
Tearing ___________________________________________________________<br />
__________________________________________________________________<br />
Curling ____________________________________________________________<br />
__________________________________________________________________<br />
Fermentation _______________________________________________________<br />
__________________________________________________________________<br />
Drying ___________________________________________________________<br />
__________________________________________________________________<br />
Sorting ____________________________________________________________<br />
__________________________________________________________________<br />
Packing ___________________________________________________________<br />
__________________________________________________________________<br />
3) Outputs<br />
Brand of tea for export _______________________________________________<br />
__________________________________________________________________<br />
Brand of tea for domestic consumption __________________________________<br />
__________________________________________________________________<br />
Waste products (name two of them) _____________________________________<br />
__________________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool 60
61<br />
FIELD TRIP TO AMANI NATURE RESERVE<br />
RESOURCE CONSERVATION AND MANAGEMENT STUDY<br />
Suitable for Paper 1 (0460/1) and IGCSE Environmental Management (0680)<br />
Benefits of Rainforests<br />
Read part of newspaper extract (The Guardian 3 April, 2006) and answer the questions<br />
below:<br />
'A recent study by the University of East Anglia and the United Nations<br />
Development Programme (UNDP) indicates that excluding carbon sequestration,<br />
soil conservation and many other services, the Eastern Arc Mountains of<br />
Tanzania supply water, non timber products and electricity with a total value of<br />
USD175m per annum,'<br />
. Describe the sequestration functions of the rainforests.<br />
__________________________________________________________________<br />
. Mention any six non timber (forest) products.<br />
__________________________________________________________________<br />
Threats/Conflicts/Risks and Challenges to Conservation efforts<br />
Read part of the journal extract about gold mining in the Eastern Arc Mountains from:<br />
www.tfcg.org/index.html and answer the questions below;<br />
2006 © Laureate International S<strong>ch</strong>ool
. Name any two species included in the 2004 IUCN Red List of Threatened Species<br />
whi<strong>ch</strong> may become extinct due to gold mining within Amani Nature Reserve.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
. Some people were a bit worried that mercury was being used during the process of<br />
mining. Suggest health hazards to people using water contaminated with mercury at<br />
Amani and Tanga town (see fig.9 on page 38).<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
. At some point, one senior official from the Ministry of Energy and Minerals (MEM)<br />
made a statement to support small scale miners in the East Usambaras. Write a short<br />
paragraph to represent his views to defend the case for gold mining within the forest<br />
reserves/nature reserve.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
Two studies revealed that some people developed negative attitudes following the crop<br />
compensation exercise in the:<br />
* villages su<strong>ch</strong> as Potwe Ndondondo and Mbomole due to the extention of the buffer<br />
zone for Amani Nature Reserve; see map 5 (Jambiya, G & Sosovele, H. 2001).<br />
* sub village of Makanya ( IBC Msasa) in order to create Derema Forest Reserve<br />
and Wildlife Corridor to join Amani Nature Reserve and Kambai Forest Reserve;<br />
see map 2 (Vihemäki, H. 2006).<br />
. Explain how people with negative attitudes in the villages mentioned above have been<br />
a threat to conservation efforts.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool 62
According to Iversen, S. T 1991, cultivation of a valuable crop- Cardamom started in the<br />
Usambaras from 1950s.<br />
. Explain why the cultivation of Cardamom is also considered to be a serious threat to<br />
conservation efforts.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
Nitrate fertilizers have been used for a long time in the Tea plantations of Amani.<br />
. Describe one problem that could happen due to excessive use of nitrate/inorganic fertilizers<br />
near water sources.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
Several eucalyptus species have been planted for providing sources of energy to individuals<br />
and the tea factories at Amani.<br />
. Explain why the presence of eucalyptus species is also considered to be a threat to<br />
conservation efforts.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
Bush fires are very common in areas adjacent to the forest reserves/ nature reserve.<br />
. Explain the main causes of bush fires in areas adjacent to Amani Nature Reserve/<br />
Forest Reserves of East Usambaras.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
One of the most common tree species whose seeds are dispersed by hornbills within<br />
Amani Nature Reserve is Maesopsis eminii.<br />
. Explain why this species is considered to be a threat to conservation efforts.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
Read the text adapted from Ellman, A.E (1996:4) about population growth and migration<br />
in the 1980s and 1990s. Then study table 8 about population statistics for villages within<br />
and around Amani Nature Reserve in 2002 from the National Bureau of Statistics:<br />
63<br />
'the population of 54 rural villages in East Usambara at the time of the 1988 census<br />
was 113,400, while 13 villages on the Amani plateau had a population of 23,946. This<br />
represents not only a high population density (over 300 per sq km in some villages) but<br />
2006 © Laureate International S<strong>ch</strong>ool
also a rapid population growth rate (estimated at 2.6% pa between 1978 and 1988<br />
census).<br />
The population growth is due not just to natural increase, but also (in the case of Amani<br />
Division) to immigration from even more densely populated areas (mainly West Usambara,<br />
Iringa, Mbeya, Kigoma) in sear<strong>ch</strong> of land and employment. A survey in 11 villages<br />
around estates of the East Usambara Tea Company (EUTCO) in 1994 showed that<br />
21.2% of household heads had moved in recently from other districts (Ellman 1995),<br />
while Owen's survey in 1992 gives a figure of 47% of families from outside the area'.<br />
Table 13<br />
Village District/Ward Total Male Female<br />
Ubiri Korogwe/Kwagunda 713 349 357<br />
Kwagunda Korogwe/Kwagunda 2,784 1,399 1,385<br />
Gereza Korogwe/Kwagunda 684 335 349<br />
Mkwakwani Korogwe/Mnyuzi 1053 542 511<br />
Kwamzindawa Korogwe/Mnyuzi 291 154 137<br />
Mnyuzi Korogwe/Mnyuzi 1,763 861 902<br />
Shamba Kapori Korogwe/Mnyuzi 1090 562 528<br />
Potwe/Mpirani Muheza/Potwe 1,123 567 556<br />
Potwe Ndondondo Muheza/Potwe 2,461 1,273 1,188<br />
Kimbo Muheza/Kimbo 690 351 339<br />
Mashewa Muheza/Kisiwani 2,185 1,106 1,079<br />
Kisiwani Muheza/Kisiwani 1,536 784 752<br />
IBC Msasa Muheza/Kisiwani 2,270 1,172 1098<br />
Mlesa Muheza/Kisiwani 2,749 1,459 1,290<br />
Mikwinini Muheza/Kisiwani 745 392 353<br />
Shebomeza Muheza/Kisiwani 1,595 836 759<br />
Mbomole Muheza/Misilai 1,949 979 970<br />
Source: The United Republic of Tanzania, 2002: Population and Housing Census.<br />
. Use table 13 to work out the total population of males and females in 2002.<br />
____________________________________________________________________<br />
. Explain how population growth and immigration in Amani might threaten conservation<br />
efforts.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
2004 © Laureate International S<strong>ch</strong>ool 64
Management Solutions<br />
Note:<br />
It has been recognized that good management solutions have to create a balance<br />
between strict control of Amani Nature Reserve and meeting the needs of adjacent local<br />
people (livelihoods). They should also focus on the sharing of costs and benefits.<br />
Strict Control<br />
. In whi<strong>ch</strong> year was a ban on all logging in the Amani Division declared?<br />
____________________________________________________________________<br />
. How frequently are villagers allowed to collect dead wood from the local use zone?<br />
(Zone 3 on page 3).<br />
____________________________________________________________________<br />
. State the conditions for collecting medicinal plants within Amani Nature Reserve.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
. Who issues permits/licences to villagers to cut trees for house construction from the<br />
Public land?<br />
____________________________________________________________________<br />
. From whi<strong>ch</strong> year will all villagers be banned from collecting timber (even dead wood)<br />
from the local use zone?<br />
____________________________________________________________________<br />
Involving local people in decision making processes: participatory approa<strong>ch</strong>es<br />
. Suggest any two advantages of participatory approa<strong>ch</strong>es in areas within East<br />
Usambaras.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
. How many members to the Amani Nature Reserve Advisory Board are representing the<br />
views of local communities?<br />
65<br />
____________________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool
. Whi<strong>ch</strong> other groups are represented in the Amani Nature Reserve Advisory Board?<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
. Mention the main functions of Village Environmental Committees and Village Forest<br />
Committees.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
. Who approves the Management Plans for Village Forest Reserves and by-laws?<br />
____________________________________________________________________<br />
Sharing of benefits<br />
. What percentage of entrance/resear<strong>ch</strong> fees to Amani Nature Reserve is remitted to<br />
local communities (see map 5).<br />
____________________________________________________________________<br />
. Give the total number of employees at Amani Nature Reserve Centre and at Sigi<br />
(including the local guides originating from Amani/East Usambaras (see page 44).<br />
____________________________________________________________________<br />
Promoting alternative income generating activities (nature-based livelihoods)<br />
According to the EUCAMP Completion Report of Phase III (2002:29), The East Usambara<br />
Conservation Area Management Project (EUCAMP) did promote Beekeeping and Fish<br />
farming in the East Usambaras. At the end of the project in December 2002, there were:<br />
66 beekeepers in 13 villages with 207 beehives (6% women) and 2 s<strong>ch</strong>ools with 26<br />
beehives at Amani. Furthermore, there were 107 fish farmers in 13 villages with 108 fish<br />
ponds (2% women) and 3 s<strong>ch</strong>ools with 4 fish ponds in the same area.<br />
. Why was the percentage of women engaged in the two activities very small?<br />
____________________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool 66
. Has the number of villagers adjacent to Amani Nature Reserve engaged in Beekeeping<br />
and Fish farming increased since the completion of the project in 2002? Why?<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
The Tanzania Forest Conservation Group (TFCG) has been promoting Butterfly farming<br />
since 2003. Visit: www.amanibutterflyproject.org<br />
. How many villages/villagers are currently engaged in the project at Amani?<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
. What is the percentage of women engaged in butterfly farming?<br />
____________________________________________________________________<br />
Provide details about the number of villagers and names of villages in Amani area<br />
involved in other alternative income generating activities su<strong>ch</strong> as mushroom farming,<br />
diary cow farming and allanblackia farming.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
Promoting fuel saving stoves<br />
According to the EUCAMP Completion Report of Phase III (2002:28), The East Usambara<br />
Conservation Area Management Project (EUCAMP) encouraged the use of fuel saving<br />
stoves in the East Usambaras. At the end of the project in December 2002, there were<br />
530 households in 17 villages, 1 s<strong>ch</strong>ool and 11 other institutions within and around Amani<br />
Nature Reserve using su<strong>ch</strong> stoves.<br />
.<br />
. Has the number of households using fuel saving stoves increased?, why?<br />
67<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
2006 © Laureate International S<strong>ch</strong>ool
Promoting Environmental Education<br />
. Mention the main ways that are being used to deliver environmental education to villagers<br />
and s<strong>ch</strong>ool <strong>ch</strong>ildren.<br />
____________________________________________________________________<br />
Promoting Indigneous Knowledge<br />
A study by Kweka, D. (2004) in the villages of Potwe Ndondondo and Mwembeni<br />
Magoroto revealed some traditional taboos held by villagers that contribute positively<br />
towards the conservation of biodiversity su<strong>ch</strong> as not killing animals and cutting trees considered<br />
sacred.<br />
. Name one animal species that may not be killed by villagers.<br />
____________________________________________________________________<br />
. Name one tree species that may not be cut by villagers.<br />
____________________________________________________________________<br />
Creating Wildlife Corridor<br />
According to EUCAMP (2002b :33) The crop compensation to 1,128 peasants in Kambai,<br />
Kwezitu, IBC Msasa, Kisiwani and Kwedimu villages surrounding the Proposed Derema<br />
Forest and Wildlife Corridor (956ha., see map 2) did amount Tsh. 3,361,879,633.60<br />
(USD3,000,000). Estimates made earlier did amount US$ 1,000,000 (Hokkanen<br />
2002:31).<br />
. Why is it so important to secure the proposed Derema Forest Reserve and Wildlife<br />
Corridor?<br />
____________________________________________________________________<br />
. Find out the latest information about the delayed crop compensation exercise.<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
____________________________________________________________________<br />
Extension Tasks<br />
a) Describe and explain the methods that have been used to conserve and<br />
restore the ecosystem of Amani Nature Reserve.<br />
b) To what extent have these methods been successful?<br />
2006 © Laureate International S<strong>ch</strong>ool 68
APPENDIX 1<br />
AMANI FIELD TRIP REPORT FOR 2003<br />
A group of 24 students and two tea<strong>ch</strong>ers: Mr. Bagambilana and Mr. Kemboi went on a<br />
Geography field trip to Amani in the East Usambaras (Tanga) from the 18th to the 22nd<br />
October 2003.<br />
On Sunday 19th October, we visited the Sigi Information Centre located at the entrance to<br />
Amani Nature Reserve. The building used to house the railway stationmaster during<br />
German colonial era. Inside the building, we were able to complete our worksheets with<br />
questions about plant and animal species in the Usambaras and other economic activities.<br />
From the Information Centre, we proceeded to the Sigi Spice garden. We saw several<br />
spices su<strong>ch</strong> as Cinnamon and black pepper. Beyond the spice garden, we saw several<br />
species of the Rainforest, both endemic and exotic- including lianas and epiphytes. We<br />
also saw rapids along river Sigi and the water powered maize mill.<br />
After lun<strong>ch</strong>, we made a walk to Mbomole viewpoint (1050m asl). On the top of the cliff, we<br />
had stunning views of: the tea estates; the canopy of the Rainforest and the buildings of<br />
Amani village. After dinner, we made a night walk and with tor<strong>ch</strong>es, we were able to see<br />
several small creatures su<strong>ch</strong> as Chameleons, Cicadas, Frogs and Stick insects not easy<br />
to spot during daytime.<br />
69<br />
Fig. 12 Fig. 13 Fig. 14<br />
A satellite picture of East<br />
Usambara<br />
The rest house at Sigi<br />
2006 © Laureate International S<strong>ch</strong>ool<br />
Sigi information centre<br />
Fig. 15 Fig. 16 Fig. 17<br />
Beautiful display inside the information centre:
Fig. 18 Fig. 19 Fig. 20<br />
A local guide describing species Nursery within Sigi spice garden<br />
Fig. 24 Fig. 25 Fig. 26<br />
Water powered maize mill<br />
Spectacular views at Mbomole<br />
4 km Walk to Mbomole Hill<br />
Sigi spice garden<br />
Fig. 21 Fig. 22 Fig. 23<br />
Epiphytes on bran<strong>ch</strong>es of trees Root system of a fig tree<br />
Lianas<br />
Fig. 27 Fig. 28 Fig. 29<br />
2004 © Laureate International S<strong>ch</strong>ool 70
71<br />
Fig. 30 Fig. 31<br />
Fig. 32 Fig. 33 Fig. 34<br />
Small creatures spotted during the guided night walk<br />
Fig. 35 Fig. 36 Fig. 37<br />
On Monday 20th October, we walked from Ubiri village, crossing two hills up to the third<br />
and highest hilltop (Lutindi: 1141m asl). Along the way, we observed village cultivation and<br />
we had splendid views of open grassland, the Lwengera valley and the mountains of West<br />
Usambara. At Lutindi hilltop, we saw some holes and we were told that some people were<br />
looking for gold! Then, we had a map work session using OS maps (scale 1:50,000). We<br />
could easily relate several features that we saw to those shown on our OS maps. After<br />
lun<strong>ch</strong>, we made several measurements during Dodwe river study. We had to find: the<br />
depth at different positions; the width; the speed of flow; the angle of slope of river-banks.<br />
We had also to work out cross section area and river dis<strong>ch</strong>arge.<br />
Fig. 38 Fig. 39 Fig. 40<br />
Fine views during the 5 km walk from Ubiri to Lutindi<br />
2006 © Laureate International S<strong>ch</strong>ool<br />
Lwengera valley
Fig. 41 Fig. 42 Fig. 43<br />
Mapwork sessions at Lutindi hilltop<br />
Fig. 44 Fig. 45 Fig. 46<br />
Rapids along Sigi River<br />
Fig. 47<br />
Measuring the width of Dodwe tributary<br />
Using a quadrat to select pebbles<br />
Waterfall along Dodwe tributary<br />
Large boulders along Sigi River<br />
Fig. 48<br />
Measuring the width of Kwemkuyu tributary<br />
Fig. 49 Fig. 50<br />
Using a pantometer to measure angle of slope<br />
2006 © Laureate International S<strong>ch</strong>ool 72
On Tuesday 21st October, we visited the Amani Butterfly project at Shebo Meza village.<br />
A presentation about the project was made to us by Mr. Theron Morgan from USA before<br />
visiting the live butterfly exhibit. Their market is mainly U.S.A and ea<strong>ch</strong> butterfly pupa is<br />
priced between $ 1.00 and $ 3.00 USD.<br />
We then proceeded to the Weather station at Marikitanda Tea Resear<strong>ch</strong> Centre. We<br />
learned a lot about instruments that measure: radiation; sunshine; evaporation; humidity;<br />
wind speed; atmospheric pressure; temperature and rainfall. We were also provided with<br />
some weather data for the past five years whi<strong>ch</strong> has also been computerized. After lun<strong>ch</strong>,<br />
we visited Kwamkoro Tea Factory and learned about various processes on estate su<strong>ch</strong><br />
as planting; pruning; plucking and those in the factory su<strong>ch</strong> as weighing of the leaf,<br />
withering, cutting, tearing, curling, fermentation, drying, sorting and packing.<br />
73<br />
A presentation about Amani butterfly project<br />
Fig. 51 Fig. 52<br />
Fig. 53 Fig. 54<br />
Campbell Stokes Sunshine Recorder B pan(s)<br />
2006 © Laureate International S<strong>ch</strong>ool<br />
Fig. 55
Fig. 56<br />
Stevenson Screen at Marikitanda<br />
Fig. 58<br />
Stevenson Screen at Amani (NIMR)<br />
Tea estates<br />
Fig. 60 Fig. 61<br />
Various processes within<br />
Kwamkoro Tea factory<br />
Fig. 57<br />
Fig. 59<br />
Fig. 62 Fig. 63 Fig. 64<br />
2006 © Laureate International S<strong>ch</strong>ool 74
On Wednesday 22nd October, the conservator of Amani Nature Reserve (ANR) made a<br />
presentation in the conference room for about 30 minutes. He also gave ea<strong>ch</strong> one of us<br />
a two page document titled "Management of Amani Nature Reserve". We left at 10:05am<br />
and arrived safely in Dar-es-salaam at 5:30pm.<br />
The conservator, Mr.Sawe, talking to students in the conference room<br />
75<br />
Fig. 65 Fig. 66 Fig. 67<br />
2006 © Laureate International S<strong>ch</strong>ool<br />
Text by Frida.E.Sanga<br />
Year 11L
APPENDIX: 2<br />
RELATIVE HUMIDITY TABLE<br />
Relative Humidity at different Wet and Dry Bulb Temperatures<br />
Depression (difference from Dry Bulb Reading in 0 C)<br />
Dry Bulb<br />
Reading<br />
0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5 8.0<br />
'C % % % % % % % % % % % % % % % %<br />
16 95 90 85 81 76 71 67 63 58 54 50 46 42 38 34 30<br />
17 95 90 86 81 76 72 68 64 60 55 51 47 43 40 36 32<br />
18 95 91 86 82 77 73 69 65 61 57 53 49 45 41 38 34<br />
19 95 91 87 82 78 74 70 65 62 58 54 50 46 43 39 36<br />
20 96 91 87 83 78 74 70 66 63 59 55 51 48 44 41 37<br />
21 96 91 87 83 79 75 71 67 64 60 56 53 49 46 42 39<br />
22 96 92 87 83 80 76 72 68 64 61 57 54 50 47 44 40<br />
23 96 92 88 84 80 76 72 69 65 62 58 55 52 48 45 42<br />
24 96 92 88 84 80 77 73 69 66 62 59 56 53 49 46 43<br />
25 96 92 88 84 81 77 74 70 67 63 60 57 54 50 47 44<br />
26 96 92 88 85 81 78 74 71 67 64 61 58 54 51 49 46<br />
27 96 92 89 85 82 78 75 71 68 65 62 58 56 52 50 47<br />
28 96 93 89 85 82 78 75 72 69 65 62 59 56 53 51 48<br />
29 96 93 89 86 82 79 76 72 69 66 63 60 57 54 52 49<br />
30 96 93 89 86 83 79 76 73 70 67 64 61 58 55 52 50<br />
31 96 93 90 86 83 80 77 73 70 67 64 61 59 56 53 51<br />
32 96 93 90 86 83 80 77 74 71 68 65 62 60 57 54 51<br />
33 97 93 90 87 83 80 77 74 71 68 66 63 60 57 56 53<br />
34 97 93 90 87 84 81 78 75 72 69 66 63 61 58 56 53<br />
35 97 94 90 87 84 81 78 75 72 69 67 64 61 59 56 54<br />
Adapted from: http://www.novalynx.com/reference-rh-table.html (accessed on<br />
27/4/2006)<br />
Note:<br />
When the difference between 'Dry bulb reading and Wet bulb reading' is 0 0 C, the relative<br />
humidity is 100% i.e. the air is saturated.<br />
2006 © Laureate International S<strong>ch</strong>ool 76
77<br />
2006 © Laureate International S<strong>ch</strong>ool
REFERENCES<br />
Amani Nature Reserve General Management Plan. 1998: Ministry of Natural<br />
Resources and Tourism, Tanzania. Forestry and Beekeeping Division. Dar-es-Salaam.<br />
Atampugre, N. (ed). 1990: Whose Trees? - The PANOS Institute, London.<br />
Basic Facts about the United Nations. 2000: United Nations Department of Public<br />
Information, New York.<br />
BirdLife International 2005: BirdLife's online World Bird Database: the site for bird<br />
conservation. Version 2.0. Cambridge, UK: BirdLife International. Available at: http://www.<br />
birdlife.org (accessed 4/4/2006).<br />
CIE IGCSE Geography Syllabus for Examination in 2005. Available at:<br />
http://www.salcc.edu.lc/sylls/pdf/0460_y05_sy.pdf (accessed on 27/4/2006).<br />
CIE IGCSE Environmental Management Syllabus for Examination in 2008. Available<br />
at:<br />
http://www.cie.org.uk/CIE/WebSite/UCLESData/Documents/SyllabusPDF08/0680_y08_s<br />
y.pdf (accessed on 27/4/2006).<br />
Ellman, A.E. 1996: Handing Over the Stick?: Te<strong>ch</strong>nical Report 18, MTNRE, Forestry and<br />
Beekeeping Division, Tanzania, Department on International Development Co-operation,<br />
Finland Finnish Forest and Park Service. Available at :<br />
http://www.easternarc.or.tz/downloads/E%20Usam/EUCAMP%20_web%20site%20_pdf/<br />
tecpap18.pdf (accessed on 18/5/2006).<br />
EUCFP. 1995: A Guide to Trails and Drive Routes in Amani Nature Reserve- Draft for<br />
Comments and Testing. Available at:<br />
http://www.easternarc.or.tz/downloads/E%20Usam/EUCAMP%20_web%20site%20_pdf/<br />
tecpap17.pdf (accessed on 18/5/2006).<br />
EUCFP. 1997: Annual Report 1996. Administrative Report 1996. Tanga, Tanzania.<br />
EUCAMP 2002a: Administrative Report 38. Annual Report 2001/2002. MNRT, Forestry<br />
and Beekeeping Division, Tanzania, Ministry of Foreign Affairs, Indufor/Metsähallitus<br />
Group, Finland & EU, Delegation of the European Commission in the United Republic of<br />
Tanzania.<br />
EUCAMP 2002b: Administrative Report 40. Completion Report of the Phase III. MNRT,<br />
Forestry and Beekeeping Division, Tanzania, Ministry of Foreign Affairs, Indufor /<br />
Metsähallitus Group, Finland & EU, Delegation of the European Commission in the<br />
United Republic of Tanzania. Available at:<br />
http://www.easternarc.or.tz/downloads/E%20Usam/EUCAMP%20_web%20site%20_pdf/<br />
EUCAMP%20completion%20report%20phase%203.pdf (accessed on 27/4/2006).<br />
Finke, J. 2003: The Rough Guide to Tanzania, Rough Guide Ltd.<br />
Finnida. 1988: Amani Forest Inventory and Management Plan Project. The East<br />
Usambara Mountains, Forests and Forestry. Joint Venture Forest Division of Tanzania-<br />
Finnmap-Silvestria. Helsinki.<br />
2006 © Laureate International S<strong>ch</strong>ool 78
Hokkanen, T. J. 2002: Adapting UNESCO MAB- Principles to East Usambara Area,<br />
Tanzania; Te<strong>ch</strong>nical Paper No. 62 EUCAMP, Tanga, Tanzania; Metsähallitus. Vantaa,<br />
Finland; Forestry and Beekeeping Division, Dar es Salaam, Tanzania. Available at:<br />
http://www.easternarc.or.tz/downloads/E%20Usam/EUCAMP%20_web%20site%20_pdf/<br />
tecpap62.pdf (accessed on 27/4/2006).<br />
Iversen, S.T.1991: The Usambara Mountains, N.E. Tanzania: History, Vegetation and<br />
Conservation.- Uppsala University, Uppsala.<br />
Kweka, D. 2004: Role of Local Knowledge and Institutions in the Conservation of Forest<br />
Resources in the East Usambara, Tanga, Tanzania. A Report submitted to UNESCO-Man<br />
and Biosphere (MAB) Young Scientists Programme, June 2004.<br />
Kingdom, J. 1990: Island Africa,- Collins, London.<br />
Jambiya, G. & Sosovele, H. 2001: Conservation and Poverty: the Case of Amani Nature<br />
Reserve. Report of the Resear<strong>ch</strong> on Poverty Alleviation (REPOA), Dar es Salaam.<br />
Lovett, J.C.& Wasser, S.K. (eds.) 1993: Biogeography and Ecology of the Rainforests of<br />
Eastern Africa. Cambridge University Press, Cambridge.<br />
Lunogelo, B. Magayane, F. Malekia, E. Ngetti, M. 2002: ILO/IPEC: Final Draft 1 Report<br />
on a Baseline Survey on Child Labour in Tea Farms and Plantations in Tanga Region,<br />
Tanzania. H. Development Consulting Associates Ltd. Dar-es-Salaam. Available at:<br />
http://www.ilo.org/public/english/region/afpro/daressalaam/document/comagri_survey2003.pdf<br />
(accessed on 28/4/2006).<br />
Madoffe, S. Mwang'ombe, J. O'Connell, B. Rogers, P. Hertel, G. and Mwangi,J. 2005:<br />
Forest Health Monitoring in the Eastern Arc Mountains of Kenya and Tanzania: a baseline<br />
Report on selected Forest Reserve. Available at:<br />
http://fhm.fs.fed.us/pubs/baseline/eam-01-02.pdf (accessed on 18/4/2006).<br />
Myers, N. 1998: Threatened Biotas: 'Hotspots' in Tropical Forests- Environmentalist 8:1-20.<br />
Rodgers, W.A. and Homewood, K.M. 1982: Species ri<strong>ch</strong>ness and endemism in the<br />
Usambara mountain forests, Tanzania- Biol. J. of the LINNEAN soc. 18:97- 242.<br />
S<strong>ch</strong>ulman, L. Junikka, L. Mndolwa, A. Rajabu, I. 1998: Trees of Amani Nature Reserve,<br />
NE Tanzania. Helsinki University Printing House, Helsinki.<br />
Sjöholm, H. Malimbwi, R. E. Turunen, J. and Willy, L.A. 2001: Mid-Term Review of the<br />
East Usambara Conservation Area Management Programme (EUCAMP), Phase III.<br />
Widgari Consultants Ltd. Forestry and Beekeeping Division & Finnish Forest and Park<br />
Service. Tanga, Tanzania.<br />
Small, J. & Witherick, M. 2001: A Modern Dictionary of Geography. Hodder & Stoughton,<br />
79<br />
2006 © Laureate International S<strong>ch</strong>ool
London.<br />
The Forest Act. 2002: The Gazette of the United Republic of Tanzania.Vol.23. The<br />
Government Printer, Dar es Salaam.<br />
The United Republic of Tanzania, 2002: Population and Housing Census. Dar-es Salaam.<br />
Vihemäki, H. 2005: Politics of Participatory Forest Conservation: Cases from the<br />
East Usambara Mountains, Tanzania. Transdisciplinary Environmental Studies (TES)<br />
Volume 4, Number 2. Available at: http://www.journal-tes.dk (accessed on 18th of April<br />
2006).<br />
Vihemäki, H. 2006: Developments and Conflicts of Forest Conservation in Africa. IDS,<br />
University of Helsinki. Working paper 1/2006.<br />
http://www.valt.helsinki.fi/kmi/english/vihemakiwp.pdf (accessed on 18th April 2006).<br />
Wells, Mi<strong>ch</strong>ael & Brandon, Katrina and Lee. 1992: People and Parks; Linking<br />
Protected Area Management with Local Communities. The World Bank, Washington, D.C.<br />
Tanzanian newspapers, magazines and journals<br />
Doggart, N. Kahemela, A. & Mbaga, P. 2004: Gold mining threatens the forests of the<br />
Eastern Arc. The Arc Journal . Issue 16; 2-3. http://www.tfcg.org/docs/publications.htm<br />
(accessed on 18th of April 2006).<br />
The Daily News, 24 May, 2006: The fascinating tour of Amboni Caves.<br />
The Guardian, 21 December, 2005: Call for Project Proposals for Funding by EAMCEF.<br />
The Guardian, 23 February, 2006: Major forests conservation programme underway.<br />
The Guardian, 3 April, 2006: Eastern Arc Mountains water consumers asked to preserve<br />
sources.<br />
Tanzania Wildlife, October-December 2005: Amani Nature Reserve wins global 100<br />
ECO-TECH Award, No. 39, p. 42-43.<br />
2006 © Laureate International S<strong>ch</strong>ool 80
FURTHER INFORMATION/RESOURCES<br />
Websites relevant to Amani/ East Usambaras<br />
www.amanibutterflyproject.org<br />
www.easternarc.org/html/eucamp.html<br />
www.easternarc.or.tz.dl.htm#trail%20guides<br />
www.earthwat<strong>ch</strong>.org/europe/limbe/unpublimbe2.html<br />
www.tfcg.org/index.html<br />
Websites relevant to IGCSE Geography<br />
www.bbc.co.uk/education/gcsebitesize/index.shtml<br />
www.cie.org.uk<br />
www.geography.learnontheinternet.co.uk<br />
www.geography-site.co.uk<br />
www.georesources.co.uk<br />
www.s<strong>ch</strong>oolsnet.co.uk<br />
www.topmarks.co.uk<br />
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