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DEMO

N O I T A C U D E Y R A D EC O N

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Building

Blocks

this is

your book

Reading and listening

ch unit

f ea The opening pages o

Speaking

We read and listen about the contribution of women in the development of geographical and historical fields all through history.

in range on highest mounta

in know the planet. Do you of the highest mounta try to say the names the longest In groups of 4, do the same with continent. Then, ranges in each answer in an atlas. rivers. Check your e that the recorded evidenc scientists have a partner, 4 In recent years, quick pace. With very a at melting ng and what the polar ice caps are for this to be happeni talk about the reasons can be. consequences

l The Earth’s physica tinents. environment. The con g

Reading and listenin

And this can result in…

Workm her, cartographer an American geograp mountains and Workman was Fanny Bullock were climbing high greatest passions and explorer. Her bicycle across travelling. she travelled by 1888 and 1893, s in other Between the years also toured countrie and Italy. She Switzerland, France India. a and Algeria, Indochin that continents, like Blanc (1891). By to climb Mont the first women as to make better She was one of to the Himalay fourth journey her began time she mountains again. and climb those maps of the area again, the second summit of K2 lack of able to see the dangers and the For Fanny being made up for the Earth, on in highest mounta carabiners or pitons. equipment, like planned to resources and metres, she also an altitude of 6 000 the end of the When she reached l suffrage. It was asking for universa display a banner not vote. women still could 19th century and , you have to know: and her journeys In order to underst Earth. ts there are on waters . • How many continen their relief and of them is like: ent. • What each one after the environm nt that we look • Why it is importa questions. and answer the 1 Read the text from? was Fanny a) Which country most? the enjoy b) What did Fanny s did she travel? c) What countrie

Fanny Bullock

We speak about the different issues that will be learnt all through the unit.

Speaking the mountains are t they are located? 3 The Himalaya in which continen

In my opinion, one of the reasons is…

Writing an outline ation and make from your convers 5 Use your ideas of the main points.

Main problem: Why: Solution:

to the a formal letter

of outline, now send about the melting 6 Based on your mental Affairs Environ Department of to avoid it. how we could help the ice caps and

Dear …: My name is… All the best, Sara

travel? d) How did she the Himalayas? did Fanny go to e) How many times tion and say Look for informa l suffrage mean? 2 What does universa suffrage was passed. when universal

GE BANK GE BANK LANGUA LANGUA BANK GE NK GE BANK GE BA LANGUA LANGUA LANGUA BANK 71 GE BANK GE NK GE BANK GE BA LANGUA LANGUA LANGUA LANGUA BANK GE BANK NK GE UAGE BA LANGUA LANGUA

Go to the anayaeducacion.es resource.

SDG 5.5 and 5.c

LANG

The audios of each unit’s content are available at www.anayaeducacion.es

Writing We write a variety of different styles and types of text about a subject matter of the unit. By practising different styles of writing, we improve the writing skills we need to do well in our studies.

CONTENT DEVELOPMENT Unit 3

1 THE PHYSICAL MAP OF THE CONTINENTS (I). ASIA

Physical map of Asia

Be ring Sea

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ºN

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K o l yma Mountains

Al dan

ter

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t S i k h o t e - A li n M

60 ºE 70º E 80º E 90º E

s Ob

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Caspian Sea

S Moulaim unt an ain s

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100º E

0º

90º E

Korean . Pen

0º

50º N

60º N

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se ne go pa la Ja hipe c Ar i

unt

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ºN

ku Sh iko u

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East a Chin Sea

er anc of C pic Tro N 20º

Str. Luzon

Luzon

Hainan South China Sea

OC Phi lipp

N 10º

ine Is.

anao

Mind

Palawan Sulu Sea

Celebes Sea

Kinabalu 4094

Natuna Is.

ahera

Halm

Borneo

110º E

Bali Sumba 120º E

New Gui nea

cas

Moluc

Celebes Java Sea

s Sunda Island Java

Banda Sea

Timor Sea Timor 130º E

tor 0º

Equa

Arafura Sea

10º S

140º E

H I M A L A Y A S

SKILL

Tsinling Mts.

North China Plain

Yellow Sea

Deccan Peninsula

River Huang He

2000 1000

River Huang He

profile. First check how to do this in the skill that is explained at the end of this unit.

River Ganges

4 Comment on the landforms in the topographical

forms of relief, including seas and rivers that are mentioned in the text.

Arabian Sea

3000

Shared interpretation

2 Find on a blank physical map of Asia the main

Bombay

Interpreting a graphic

4000

River Yangtze

between Mount Everest and Mount Fuji.

River Salween

Kangchenjunga 8586

5000

River Mekong

8000

River Brahmaputra

9000

Look up the topographic profile

The icons included with some activities indicate the keys to the project.

Sumatra 80º E

Altitude (m)

F ocus on English fast-flowing: moving rapidly

3 Using the scale on the map, calculate the distance

Europe, Africa and America?

of Sea an / Jap st Ea Sea

Taiw

Malacca Peninsula

O C E A N

70º E

7000

1 What geographical elements separate Asia from

St r.

en M

I A N

60º E

6000 Associative analysis

70º N

Sri Lanka

Wide variety of pictures grouped according to content to aid your understanding.

SW-E profile of Asia’s terrain

Skills progress Understanding space

Gulf of Thailand

Sea

Nicobar Islands

a Se of tsk ho Ok

rian chu Man in Pla

Nor th Chi na Plai n

n To G. of nk in

Indochinese peninsula

Andaman Islands Andaman

Cape Comorin Maldives

Mt. Victoria 3053

n ai nt ou s M nd la an Is ris ai w Ba ta

I N

2000 km

50º E

8000 5000 4000 3000 2000 1000 500 D 200 0 -500

Bay ts of ha G Bengal Deccan Peninsula

untains

Jiang

a. RM ekong

Lakshadwe ep Islands

y Mo

Basin

Yunnan-Guizhou Plateau Xi

i te

1500

Deccan

ng Str.

ur Am

1 000

40º E

ski

a n s k Mts.

sé gt

500

A L A Y A S

ats

Natural boundary between Europe and Asia

n Sea

Altitude (m)

10º S

Lena

Arabia

Summit

30º E

Plateau

Asian rivers are long and fast-flowing. The most important ones are the Yangtze, the longest on the continent (5 800 km), the Ob, the Yenisei, the Lena, the Huang He, the Mekong, the Amur, the Ganges and the Indus.

in There are people who engage in satellites geography that are specializedwho develop and GPS. There are people to topography systems of static location applied name three and cartography. Could youto systems of degrees or masters related g. geopositionin the and sensing remote

Beri

Stanovoy Mountains

Dhaulagiri 8167 Everest Kangchenjunga an 8848 8586 tra ge apu s P Gange hm lain ra da Narma

The main oceanic seas in Asia are the Kara, the Bering, the Okhotsk, the Japan or the Eastern Sea, the China, the Arabian and the Red sea.

Des

Socot

Lake

Lakes can have saltwater, like the Aral, the Dead and the Caspian seas (the last one is the world’s largest, with an area of 371 000 km2); or freshwater, like the Baikal (which is the deepest on Earth, with a depth of 1 741 m).

s du ar In Th ert

Wester

River

Ve r

G. of Om an

ora

0º

a Angar

Plain

S e a

Gulf of Aden

Yenisei

Kazak hstan Platea u

Aral Sea

R e d

Rub' al-Khali P e n desert insu la aut Hadhram

b O

hna Da sert De

Ara A r a b ian plat bian eau

Siberian

l bo To

ly Vi

Tunguska

Siberian Plateau

ar y

amia

Mount Everest.

r Pe

Central

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m ku ra rt Ka Dese

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ºN

Indochinese, Malacca, Deccan, Arabian and Anatolian) and gulfs (Persian, Bengal, Thailand and Tonkin).

Sea Laptev C he r

Tay

ya ar rD

k Se

10º

N o rth L a n d

We s t e r n

ysh Irt

ion

di ºN

E 0º 12 E º 110 E 100º

cle

Blac

Me 30

Highest peak on Earth: Mount Everest (8 847 m) Main lake: Caspian Sea (371 000 km2)

170º 160 E 150 º E

C TI C O CEA N13 140º º E 0º E

Yama l Pen. Gydan Pen.

➜ The Asian coasts are irregular, with peninsulas (Kamchatka, Korea,

ã 1.2 Water. Seas, lakes and rivers

N Ze ova mb la

ian id er M

Average altitude: 950 m

➜ The most important islands are Sri Lanka and the Japanese, the

Cir

10º E E 20º E 30º º E 40 º E 50

80º

A r ctic

c wi en re G

Long and fast-flowing* rivers cross the plains. The main ones are those in Siberia, China, the Indochinese peninsula and India. Depressions are occupied by inland seas, such as the Aral, the Caspian and Dead seas. There are a great number of plateaus found both in the centre and on the periphery of the continent. The largest are those in Anatolia, Iran, Tibet, Siberia, Deccan and Arabia. Asian mountains are mostly young, such as the Zagros Mountains and the Himalayas range. Philippine and the Indonesian archipelagos.

ºW

0º

Longest river: Yangtze River (5 800 m)

➜ Relief includes plains and depressions, plateaus and mountains.

80º

The Asian continent is located between the Arctic Ocean, the Pacific and the Indian oceans. It is separated from Africa by the Red Sea and the Sinai Peninsula; from Europe, by the Ural mountains, the Caspian Sea, the Caucasus mountain range and the Black Sea; and from America, by the Bering Strait.

70º N

ºW

Asia is the largest continent on Earth. Its 43 608 000 km2 represent 29.13% of the Earth’s surface.

ã 1.1 Continental relief

Competency tasks, split into sections to work on sub-skills.

60º N

40º N

Basic information

50º N

Highly structured content with important concepts highlighted in bold.

0 0

500

1 000

1500

2000

2 500

3000

3500

4 000

5 000 Distance (Km)

Reference to checking skills from the “Learning to learn” section to carry out the task correctly.

KEYS

PROJECT

SDG

SDG Commitment Discover the Sustainable Development Goals and be an active part of our commitment to make a more equal and liveable world.

Developing thinking Work on strategies for thinking: reflect on the content you are learning, generate ideas, organise them, debate them, explain them…

Cooperative learning Get involved in your learning and participate in the group’s learning; you will find that cooperating improves performance and harmony in the class.

Emotional education Get to know yourself; identify the situations that bring up complicated emotions and manage them with constructive, self-affirming experiences.

We get to know women from the past who have helped to build our history, linked to the modern world. Activities with different cognitive levels to check learning.

Review

1 Link each definition to its geographical concept. To

characteristic to the parallels or to the meridians.

Definitions:

a) They are circles that run perpendicular to the Earth’s axis.

a) It is the planetary system that the Earth belongs to.

c) The main one is the equator.

Name: Barbara Petchenik

d) They are semicircles that go from pole to pole.

Time period: 1939-1992

e) They are arranged Unit to 12 the north and to the south of the equator.

Place of residence: United States

b) It is the galaxy where Earth is found. c) Gaseous layer that surrounds the Earth. d) It is the shape of the Earth.

A group of people living in a new territory but maintaining links to their country of origin.

potter’s wheel

A horizontal rotating disc used to give shape to pottery.

settlement

A community of people living in an area.

fallow land

Land that is left unplanted for a period of time so it recovers its nutrients. Concepts: Parallels Small piece of land. 1) Atmosphere 2) Solar system

3) Geoid

100

200

300

400

used for entertainment. problem. A rectangular arena surrounded seats When we travel from London toby New York, do we used for watches sports orforwards spectacles. put our or back? And if we go Ancient stone for funerary or from Madrid toused Tokyo? commemorative purposes. In each case, calculate the time difference in hours

Glossary

funeral stele Hadrian

500 km

2. PRE-ROMAN SPAIN (II). THE CELTIC AND IBERIAN PEOPLES

pictures and, afterwards, explain it.

170º 160º

150º

140º

130º

coordinates: a) 60º latitude north, and 10º longitude east.

Quintilianus

80º Writer from Hispania.

sarcophagus

110º

100º

90º

80º

70º

60º

50º

40º

30º

20º

10º

0º

10º

20º

30º

40º

50º

60º

70º

80º

90º

100º

110º

120º 130º

140º

150º

160º 170º

180º 80º

70º coffin. Stone

70º

Wild pig.

Seneca

indigenous peoples

Original inhabitants of an area.

Philosopher from Hispania. 60º

60º

Theodosius

votive offerings

Voluntary deposit of objects for religious purposes.

Roman emperor born in Hispania. 50º

50º

Trajan

Roman emperor born in Hispania. 40º

40º

triumphal arches

30º Monumental structure built to 20º commemorate a victory.

0º

10º

10º 20º 30º

Hispania

Name given to the Iberian peninsula by the Romans.

resistance

Opposition in moments of attack.

siege

Surrounding of a place blocking access and ways of escape with the intention of defeating it.

60º

70º

180º

170º 160º

150º

140º

130º

120º

110º

100º

90º

80º

70º

60º

50º

40º

30º

20º

10º

0º

10º

20º

30º

40º

50º

60º

70º

80º

90º

100º

110º

120º 130º

140º

150º

160º 170º

180º

Member of the upper clergy, in charge of monasteries. A clasp for fastening two ends.

bishops

Member of the upper clergy.

fibula

Brooch or pin for fastening garments.

votive crown

Votive offering in the form of a crown.

ã 4.2 Geographical coordinates We must use geographical coordinates to locate any point of the Earth’s surface on a map. Geographical coordinates are like an imaginary grid made with two types of imaginary lines, parallels used to calculate latitude and meridians used to calculate longitude.

Azimuthal or plane projection

North Pole Greenwich Meridian (0º) Tropic of Cancer (23º 27’ N)

Equator (0º)

Tropic of Capricorn (23º 27’ S)

Antarctic Circle (66º 33’ S)

E 20˚

40˚

60˚

80˚

40˚ 20˚ 0˚

Skills are a reference in modern education, with which:

N S

20˚ 40˚

create a new map of the place where you live. What would you like to show on that new map?

• t hey are related to the Sustainable Development Goals (SDG).

E 100˚ 120˚ 140˚ 160˚ 180˚ N

Tropic of Capricorn

w e

80˚

Equator

o f

Antarctic (polar) circle

Latitude

60˚

l a t i t u d e

Types of scale

applying skills

Legend or key

Graphic scale

Road network

Numerical scale

Motorways 0

100

200

300

400

500 km

Scale 1 : 6 750 000

A straight line divided into segments. It shows how distance on the scale (or parts of the scale) corresponds to distance in real life. This allows us to do a direct conversion.

of longitude, or the prime (Greenwich) meridian. It can be east or west.

Numerical scales use ratios to show how distance on the map corresponds to distance in real life. For example, a scale of 1: 6 750 000 indicates that 1 cm on the map equals 6 750 000 centimetres (67.5 km) in real life.

Road being constructed

The course of the river Nile, at almost 6 700 km, is one of the longest in the world. Crossing ten African countries until it flows out into the Mediterranean sea, it brings together the fabulous history of the world of pharaohs and pyramids with the magnificent nature of deepest Africa with its gorillas, lions, giraffes and elephants. The periodic floods of the plains regulated the harvests on its banks and supported a large population. That is where the ancient Egyptian civilisation began.

Airports International Domestic

F ocus on English scale: a system of numbers used for measuring. legend: words that explain a map or a picture.

Airfield

Skills progress Interpreting cartographic language

Working with maps

1 What are the main lines of latitude, or parallels?

4 Use an atlas to answer the following questions:

What is the latitude of each?

2 Which line of longitude or meridian is shown in the pictures of the geographical coordinates? Maths

The Aswan Dam

Motorways being constructed Road

South Pole

It can be north or south.

REATE Use your geographical knowledge and your mathematical skills to design a route that would allow you to travel around the world in 80 days.

Understanding information

3 Read the text above, then answer the following

a) Calculate the latitude and longitude of: Lisbon, Moscow, Chicago and Brasilia.

b) Mediterranean.

5 Look at the map under the cylindrical projection.

c) Mountain.

a) Name three things we need to make a map.

a) What is the main line of latitude and longitude it represents?

d) Desert.

2 17,4

1 20,7

160

0 24,1

0 27,0

0 27,6

0 25,8

0 23,5

3 19,2

4 15,1

0 23,3

0 24,8

0 28,3

0 31,5

3 34,1

5 34,1

41 32,0

62 30,7

20 32,0

160 4 32,1

0 28,0

0 24,2

R e 40 30 20 10 0

d S e a

500 km

Bahr el Ghazal

Bahir Dar

ETHIOPIA

DEM. REP. UGANDA OF THE CONGO Lake Lake

Albert

440

BURUNDI

4 17,3

2 18,7

9 21,3

25 21,7

68 21,9

190 20,6

428 19,3

384 18,9

208 19,3

74 19,4

21 18,6

6 17,7

40 30 20 10 0

120 80 40

Altitude: 1187 m Average temperature: 22,0 ºC Precipitation: 1317 mm

59 22,3

81 22,5

128 22,9

195 22,5

144 22,0

72 21,5

65 20,8

86 21,2

106 21,8

Lake Victoria

TANZANIA

2 How is it possible for the Nile to cross the desert without drying up?

3 How many bioclimates does it cross? a) Three. b) Four. c) Five.

4 In which countries does it receive water? 5 Taking into account the population, the climate and the uses of water, in which of the countries that it crosses does the flow of the Nile reduce the most?

Aswan Dam, in which century was the dam built? a) 15th BCE. b) 1st CE.

Precipitation levels (mm) 200 135 155 91 160 22,2 22,2 22,0 120

10 Taking into account the availability of these types of energy in Egypt, and the fact that they are less polluting and more environmentally friendly, choose an alternative to the dam for getting electric power. a) Nuclear.

c) 20th.

b) Photovoltaic.

d) 18 . th

8 The temple of Debod represents which religion?

c) Thermal. d) Wind.

11 In a table like this one, state the positive and

b) Christian.

negative effects of the building of the dam.

c) Coptic. d) Egyptian.

Positive effects

9 Indicate whether you agree or disagree with these statements.

Negative effects

Culture Agriculture

a) The lake is hiding many more archaeological remains.

Population

b) Everything that was worth saving was saved.

Fauna

c) It is more important to have electricity than to preserve archaeological remains.

Flora

d) Continuous flooding harms many of the remains that were not recovered.

Local climate Electricity

e) There are other less harmful ways of obtaining electricity.

12 As explained in the text below, describe the

f) When the level of the lake falls, people can visit the remains.

changes to the ecosystem upriver and downriver of the Aswan Dam.

80 40

SOMALIA

Jinja Kyoga KENYA

RWANDA

Kage

CONGO

SOUTH SUDAN

Lake Tana

l Jabal ra

4000 3000 2000 1000 500 200 0 -200

Ba h

CENTRAL AFRICAN REP.

Altitude (m) CAMEROON

GABON

e Nil

W h ite Nile

hr al-Ara Ba b

EQU. GUINEA

Have you ever thought that Geography and History and Maths can help you improve your entrepreneurial skills?

Precipitation levels (mm)

Altitude: 1797 m Average temperature: 19,6 ºC Precipitation: 1419 mm

Temperature (ºC)

ERITREA

e Blu

CHAD

ra ba

NIGERIA

In this section we create a cross-curricular project that joins Geography and History with other subjects.

120

7 According to the information in the text about the

a) Muslim.

200

ile N

Khartoum

SAO TOMÉ & PRINCIPE

Precipitation levels (mm)

Altitude: 386 m Average temperature: 29,6 ºC Precipitation: 135 mm

160

Lake Nasser

NIGER

Create

120

Temperature (ºC)

Cairo

EGYPT

47 SUDAN

Trust in your skills and knowledge, develop creativity, adapt to changing situations and have a proactive and responsible attitude.

3 14,1

400

ALGERIA

LIBYA

Enterprising culture

40 30 20 10 0

Precipitation levels (mm)

Altitude: 29 m Average temperature: 21,3 ºC Precipitation: 18 mm

5 13,1

Temperature (ºC)

b) Calculate the latitude and longitude of the points marked in red.

Go to defining concepts

Temperature (ºC)

40 30 20 10 0

a) Equatorial.

Then answer the following questions:

SKILL

along the river Nile’s course. Place them in order from its source to its mouth.

1 In which bioclimates does the river Nile originate?

b) What type of projection was used to create the political map of Africa?

questions: b) Why do you think the combination of parallels and meridians are sometimes called a geographical grid?

6 These climographs correspond to different points

ile N

used to represent reality in a simplified form. Maps have a legend* or key to explain what each symbol represents.

W 0˚

Equator

➜ Longitude is the distance from any one point on the Earth to the 0° line

➜ Standard symbols are colours, signs or symbols on a map, which are

Jessyca’s work is being developed in different places? Does it seem useful to you?

4 Imagine that you have to

L i n e

➜ Latitude is the distance from any point on the Earth from the Equator.

and the corresponding distance on Earth itself. The most common scales are graphic and numerical.

20˚

60˚

Longitude

Geographical coordinates allow us to locate any point on a map by calculating its latitude and its longitude. Latitude and longitude are measured in degrees.

➜ A scale is the relationship between a distance measured on the map

40˚

the other. The Prime Meridian, or 0° line of longitude, passes through Greenwich in London.

surface on a flat surface. The grid of lines of latitude and longitude are transferred onto a flat surface (plane projection) or to a surface that can be developed on a flat surface, for example a cylinder (cylindrical projection) or a cone (conic projection).

60˚

Arctic (polar) circle

North Pole

➜ Meridians (lines of longitude) are semicircles that run from one pole to

To create a map, we need three things: projection, a scale and a set of standard symbols.

W 180˚ 160˚ 140˚ 120˚ 100˚ 80˚

Tropic of Cancer

Earth’s axis of rotation. The main line of latitude is the Equator, located at 0°. The Equator divides the Earth into two halves or hemispheres: north and south. Other important lines of latitude include: the Tropics of Cancer and Capricorn, and the Arctic and Antarctic circles.

ã 4.3 Projection, scale and standard symbols

Cylindrical projection

Meridians Lines of latitude

South Pole

Latitude and longitude

➜ Parallels (lines of latitude) are circles that run perpendicular to the

➜ Projection is a method that allows us to represent the Earth’s spherical

Conic projection

Arctic Circle (66º 33’ N)

Southern hemisphere

A map is a simplified representation of the Earth’s spherical surface, or a part of it, depicted on a flat surface. Cartographers make maps using a geographical grid, a system of projection, a scale* and a range of standard signs.

Types of projection

Lines of latitude (parallels) and longitude (meridians)

at least three situations in which it would be useful to consult a map.

3 Why do you think that

•p roblematic situations that have to be resolved via a series of tasks are put forward.

Recognising elements of a map

Northern hemisphere

Geographers represent geographical space using maps.

2 Give

• t hey are given context in real situations.

Unit 1

ã 4.1 Maps and their elements

1 What is cartography?

SDG. Reflection on and analysis of SDGs, such as gender equality, climate action, reducing inequalities, etc.

277

Do you think Geography and History and English have anything in common? Discover how language and geography and history are linked so you can learn both Geography and History and English.

Geographical coordinates

This work is similar to some that has been done in places as far away as Brazil, and in other Spanish cities like Logroño and Valladolid, in order to reveal the fear that women feel in many places in the cities in which they live.

anayaeducacion.es Go to the SDG 5.5 and 5.2 resource.

Focus on English

THE EARTH

Basing her work on a class project, the youngster created a unique map of the city called the Mapa do Medo (Map of Fear). To accomplish this project she asked for help using social media. She took photographs of the areas that she wanted to focus on and collected testimonies from women of all ages who had felt fear in different parts of the city because of having been harassed, intimidated or sexually assaulted.

most vulnerable or had suffered some kind of abuse or assault.

6. THE VISIGOTHS IN HISPANIA abbots belt buckle

276

4 REPRESENTING

For this reason she would be very happy to hear about the Barbara Petchenik international map drawing competition, held every

The Mapa do Medo was presented in 2018, continued to grow and was extended across the whole of Galicia, in an attempt to geolocate the areas where women had felt

50º

60º

War strategy in which small groups carry irregular unorthodox attacks.

40º

50º

A country that has agreed to help and support another in times of conflict.

In a world in which mobile devices and GPS systems help

20º

30º

3. ROMAN HISPANIA. CONQUEST AND ROMANISATION

Place of residence: Spain Occupation: photography student

10º

20º

guerrilla warfare

Year of birth: 1998

30º

10º

40º

two years, which the Association has been organising in her honour since 1993. The aims of this contest are to encourage those who participate to represent the world in a creative way, reinforce cartographic knowledge and make them more aware of the world in which they live.

She defended the promotion of cartographic science, and a very important part of her work was disseminating the different elements and uses of maps among young people.

to guide us, cartography is still contributing new ways of looking at the land on which we live. This is what photography student Jessyca Ocampo thought, and she decided to create a new digital map of the city of Santiago de Compostela.

Basic information

b) 36º latitude north, and 10º longitude east.

Name: Jessyca Ocampo

120º

boar

ally

NOW Jessyca Ocampo

5 Find these two cities using their geographical

Writer from Hispania. 180º

She carried out some important work in the field of geography, particularly in developing modern cartography, she directed and edited various maps and wrote many books about them, as well as being a member of several associations in this area of knowledge.

4 Write down the geographical concept shown in the

Roman born in Hispania. betweenemperor the cities.

Martial

and

Barbara was born in 1939 in Wisconsin. Atlases, maps and geographical location systems were one of her great passions. She was the first woman to have a position at the International Cartographic Association, as in 1991

4) Milky Way

building of seats 2 Semi Usingcircular an atlas, solve with the rows following geographical

circuses

cartographer

I am a friend of Barbara. She died in 1992, so she cannot tell you her story herself.

Meridians

5. HISPANO-ROMAN RELIGION, CULTURE AND ART 5) Galaxies amphitheatres

We learn the relevant terms that are underlined in the units with a clear definition.

Occupation: geographer

f) They are numbered towards the east and towards the west.

plot

she was elected Vice President of the institution.

Basic information

b) The main one goes through Greenwich.

e) Group stars in WAS the universe. 4. ROMAN HISPANIA. HOWofLAND ORGANISED

colony

IN THE PAST Barbara Petchenik

3 Copy and complete the table, assigning each

do this, pair up each letter with its corresponding number in your notebook.

glossary

1. PRE-ROMAN SPAIN (I). CULTURAL DIVERSITY

PROTAGONISTS

“Portfolio”, resource bank ucacion.es your portfolio In the anayaed how to create guidance on you will find

QUESTIONS

NEW SECTIONS

In order to regulate the flooding and drying out of the Nile, and also to produce electrical power, the enormous Aswan dam was built in southern Egypt, spanning 3 600 m in length and 111 m in height. This is how the world’s largest artificial lake, called Nasser in honour of the ruler who ordered it to be built, was created. It is more than 500 km in length and covers an area of 6 000 km2 with water, and it meant the eviction of hundreds of thousands of people and more than twenty large monuments from the ancient Egyptian civilisation. One of the temples that had to be moved because of the Aswan Dam, the temple of Debod, has been in Madrid since 1968. It was donated by the Egyptian people in thanks for Spain’s help with saving the flooded sites.

Building the great Aswan Dam had serious consequences for flora and fauna, as well as for the economy. There have been numerous environmental consequences: excessive sedimentation upriver, erosion downriver, disappearance of species that used to migrate along the river, destruction and salinisation of the Nile delta (the seawater penetrates the land), reduced productivity in fisheries, emigration of marine animals because of the salinity barrier being removed, a rise in the water levels of nearby lowlands, pollution of the river caused by fertilisers, herbicides and pesticides, etc. Another of the negative consequences for the population has been an increased risk to health, because the agricultural irrigation canals and the edges of the Nasser lake are the ideal habitat for animals that carry diseases, such as malaria mosquitoes and snails that spread parasites. anayaeducacion.es Go to the SDG 7 resource.

206

Academic and professional

207

ICT

orientation

Evaluation

Linguistic Plan

Learn how to obtain information, select it and apply it; to plan, manage and work on projects; to collaborate online in an ethical and safe manner.

Evaluate your personal skills, discover and awaken your calling, train yourself to make decisions and learn to choose between different options.

Discover different strategies to analyse what you have learnt and how you learnt it; train yourself to take responsibility or overcome difficulties.

Use your communication skills in the different types of text that you will see. Language is always present, communicate!

The resource bank is LIKE THIS www.anayaeducacion.es A space with resources, techniques and activities, designed to strengthen your knowledge. Access the resource bank by registering at anayaeducacion.es. You just need to have an email, the code indicated on the first page of this book and the permission of a parent or a legal guardian.

More about the keys

Resources related to

THE KEYS of the project SDG

SDG Commitment, with microvideos that will help you know what are the targets for reaching the Sustainable Development Goals worked on in this project.

Linguistic Plan, with infographics that will give you models to work with the four linguistic skills, using different types of texts (descriptive, narrative, explanatory, etc.). Cooperative learning Preparing for the task In small groups, of four or five members: 1 All the members of the team will review how the assigned task can be accomplished. 2 To do this, the steps can be shared out to each team member who then in turn will explain how each part of the process can be done to the others. The others listen and participate if they think they can contribute something.

Authorship / adaptation : Variant of the Educational Innovation Laboratory of the colegio Ártica - David and Roger Johnson.

Developing thinking, where explanations are included on how to apply the different strategies for thinking proposed in the project.

3 Once everyone is in agreement on how to do each part, you will all complete the tasks and, finally, verify, among everyone, that you have solved it correctly.

Cooperative learning, which includes the description of the cooperative learning techniques proposed in the project. Emotional education, with resources to support you with overcoming worries generated in different situations in your learning process (beginning of the school year, taking a test, etc.).

Thinking techniques Logic Wheel This thinking technique will help you to establish phases when analysing specific content that you have to study.

Identify What is it? What is it like? Are there different types?

By following a logical sequence (the logic wheel), and by asking yourself a series of questions in each phase, you can:

• Identify content by asking yourself: What is it? What is it like? Are there different types? • Compare the content by formulating questions such as: In what way is it similar to ...? In what way is it different from ...? • Establish cause-effect relationships by asking yourself questions such as: Why? What impact does it have ...? • Argue, assess and ask yourself questions such as: What conclusions can be drawn after the analysis? What can be assessed or scored about it? Doing a data dump of these questions into a graphic organiser will help you. Authorship: Hernández, P., and García, L. A.; adapted by Escamilla, A.

Compare

Argue, assess What can we conclude?

Logic wheel

3 Establish cause-effect relationships Why? What impact does it have ...?

In what way is it similar to ...? In what way is it different from ...?

ICT, by using data sheets that will reinforce your healthy, correct and safe use of information and communication technologies.

Academic and professional orientation, with information on different professions linked to the subject content.

Evaluation, which includes resources for your portfolio, as well as rubrics and targets that will facilitate your self-evaluation.

NOTEWORTHY

resources in the material Additional content Concept map Librarium Pelicuteca isual dictionary of V artistic terms Blank maps Language Bank

180°

VISUAL DICTIONARY OF ARTISTIC TERMS

150° W

120° W

90° W

60° W

30° W

0°

30° E

60° E

90° E

120° E

150° E

180°

120° W

90° W

60° W

30° W

0°

30° E

60° E

90° E

120° E

150° E

180°

E S

Arctic Circle

Upper part of a column, pillar or pilaster that supports the lower part of a building’s roof or the base of an arch. There is a great variety of types from different eras.

150° W

N E

Capital

Arctic Circle

60° N

Arctic Circle

60° N

Some types of capitals Egyptian

Doric

Ionic

Corinthian

Tuscan 30° N

30° N

Tropic of Cancer

0°

Tropic of Cancer

Equator

0°

Tropic of Capricorn

Tropic of Capricorn 30° S

30° S

30° N

Tropic of Cancer

0°

Tropic of Cancer

Equator

Tropic of Capricorn

0°

Tropic of Capricorn

30° S

Altitude (m)

Pottery The art of producing objects using clay. This word can also be used to describe the objects created.

Cardium

60° S

Glazed Pottery decorated with incisions made using the serrated edge of a mollusc shell.

Pottery in which the clay is covered with a layer of varnish that contains lead. When heated to 750 ˚C in a kiln, the lead fuses with the clay and the whole surface is covered with a transparent glass-like film. It can be coloured if other oxides are added to the mix.

Antarctic Circle

0 180°

150° W

120° W

90° W

60° W

30° W

0°

30° E

60° E

2 000 90° E

4 000 120° E

6 000

8 000 4 000 2 000 1 000 500 0 – 500

60° S

Arctic Circle

8 000 km 150° E

180°

150° W

120° W

90° W

60° W

30° W

0°

30° E

60° E

2 000 90° E

4 000 120° E

6 000

8 000 km 150° E

180°

Column Long, vertical architectural element whose main section is usually circular. Generally it supports the weight of the structure of a building, although it is also used for decorative purposes.

Elements

Types of columns Capital

Free standing

Attached

Caryatid

Shaft

Base

Resources classified

by unit

All the resources are classified so that you can easily locate the ones related with each section of your unit.

course contents LEARNING TO LEARN

Page 8

•C ommon skills in Social Science: defining concepts, the concept map, and information: looking for and organising. ................................................................................12 •C ommon skills in Geography: geographical maps, maps and topographical profiles, geographical graphs, the climograph, a special graph, geographical pictures. Landscapes, and new technologies............................................................................ 14 •C ommon skills in History: measuring historical time, historical sources, the timeline, the historical map, and works of art ....................................................................26

PLANET EARTH

Page 36

1. The Universe, the solar system and the Earth ........... 38 2. How the Earth moves (I). Rotation .............................. 40 Graphic report. Finding our bearings on Earth ............ 42 3. How the Earth moves (II). Orbit .................................... 44 4. Representing the Earth .................................................... 46 Review ........................................................................................ 48 Protagonists: Bárbara Petchenik and Jessyca Ocampo ............................................................. 49 Glossary ..................................................................................... 50

The Earth’s physical environment. The continents Page 70

1. The physical map of the continents (I). Asia.............. 72 2. The physical map of the continents (II). America..... 74 3. The physical map of the continents (III). Africa ....... 76 4. The physical map of the continents (IV). Europe .... 78 5. The physical map of the continents (V). Antarctica and Oceania..................................................... 80 Review ........................................................................................ 82 Protagonists: Isabella Bird and Laura Dekker ............... 83 Glossary ..................................................................................... 84

The climate and bioclimatic zones

Page 86

1. The atmosphere and how it changes .......................... 88 2. Elements of climate (I). Temperature and precipitation ............................................................... 90 3. Elements of climate (II). Pressure and wind ............................................................................... 92 4. Climates, vegetation and bioclimates .......................... 94 Review ........................................................................................ 96 Protagonists: Felisa Martín and Laura F. Gibellini ........ 97 Glossary ..................................................................................... 98 Applying skills: Crazy weather ......................................... 100

The Earth’s physical characteristics. Basic components Page 52

1. Basic components of the physical environment (I). The Earth’s layers ............................................................... 54 2. Basic components of the physical environment (II). Relief ...................................................................................... 56 3. How relief is formed. How it is modified ....................... 58 4. The hydrosphere ................................................................ 60 5. Salt water and fresh water .............................................. 62 Review ........................................................................................ 64 Protagonists: Marie Tharp and Sarah Ferguson ........... 65 Glossary ..................................................................................... 66 Applying skills: The Earth moves ...................................... 68

The Earth’s major bioclimatic zones

Page 102

1. Main groups of bioclimates. The hot zone ............... 104 2. Main groups of bioclimates.The temperate zone .... 106 3. The bioclimate of the deserts ...................................... 108 4. Main groups of bioclimates. The cold zone .............. 110 5. Main groups of bioclimates. Mountains ..................... 112 6. The environment as a risk .............................................. 114 7. The effect of mankind on the environment .............. 116 8. The solutions to global environmental problems .............................................................................. 118 Review ...................................................................................... 120 Protagonists: Mary Kingsley and Greta Thunberg ...... 121 Glossary ................................................................................... 122 Applying skills: The bioclimates and our footprints ... 124

Relief and bioclimates in spain

Page 126

1. Spain’s location and relief ............................................. 128 2. Waters in Spain ................................................................. 130 3. Spain’s climates and vegetation ................................... 132 4. The different bioclimates in Spain .............................. 134 Graphic report. Natural hazards and protected spaces ....................................................................................... 136 Review ...................................................................................... 138 Protagonists: Margot Moles and Lucía Loren .............. 139 Glossary ................................................................................... 140 Applying skills: Landscapes and their names ................ 142

Prehistory

Page 144

1. Prehistoric ages and sources ........................................ 146 2. Origin and evolution of human beings ...................... 148 3. Life in the Palaeolithic period (I) ................................. 150 4. Life in the Palaeolithic period (II) ................................. 152 5. Life in the Neolithic period ............................................ 154 6. Life in the Copper, Bronze and Iron Ages (I) ........... 156 7. Life in the Copper, Bronze and Iron Ages (II) ......... 158 8. Prehistory in Spain ........................................................... 160 Review ...................................................................................... 162 Protagonists: Dorothy Garrod and Penélope Vaquero .. 163 Glossary ................................................................................... 164 Applying skills: Uncontacted peoples ................................ 166

Mesopotamia

Page 168

1. History’s first civilisations .............................................. 170 2. Mesopotamian territory and peoples ......................... 172 3. Political and economic organisation ........................... 174 4. Society, religion and daily life ....................................... 176 Graphic report. The city of Babylon ................................ 178 5. Cultural and artistic legacy ........................................... 180 Review ...................................................................................... 182 Protagonists: Tapputi-Belatekallim and Marina Jaber .. 183 Glossary ................................................................................... 184

Egypt

Page 186

1. An ancient river civilisation ........................................... 188 2. Political and social organisation .................................. 190 3. The Egyptian economy .................................................. 192 4. Daily life in Egypt ............................................................. 194 5. Egyptian religion .............................................................. 196 Graphic report. Life after death ....................................... 198 6. Cultural and artistic legacy .......................................... 200 Review...................................................................................... 202 Protagonists: Hilda Petrie and Mirah Shihadeh........... 203 Glossary .................................................................................. 204 Applying skills: The Aswan Dam..................................... 206

Greece

Page 208

1. History throughout the ages. The Archaic period ... 210 2. History throughout the ages. The classical and hellenistic periods ................................................................... 212 3. Political organisation of the poleis ............................. 214 4. Economy and society ...................................................... 216 5. Daily life ............................................................................... 218 Graphic report. Athens in the 5th century BCE ........... 220 6. Religion and culture ........................................................ 222 7. Greek art. Architecture ................................................... 224 8. Greek art. Sculpture and pottery ................................ 226 Review ...................................................................................... 228 Protagonists: Agnodice and Amurtel Greece .............. 229 Glossary .................................................................................. 230 Applying skills: The Olympics ........................................... 232

Rome

Page 234

1. The geography and evolution of ancient Rome. The Monarchy..................................................................... 236 2. The Republic (509-27 BCE) .......................................... 238 3. The Empire (27 BCE-476 CE) ...................................... 240 4. Economic activity ............................................................. 242 5. Society and civic life ...................................................... 244 Graphic report. Rome, capital of the world ................ 246 6. Roman culture and religion ........................................... 248 7. Roman art. Architecture ................................................ 250 8. Roman art. Sculpture, murals and mosaics .............. 252 9. The Germanic tribes. The end of an era .................... 254 Review ...................................................................................... 256 Protagonists: Sarmiza Bilcescu and girls and their rights in the world today ................ 257 Glossary ................................................................................... 258

Ancient Spain

Page 260

1. Pre-Roman Spain (I). Cultural diversity ..................... 262 2. Pre-Roman Spain (II). The Celtic and Iberian peoples ............................................................................... 264 3. Roman Hispania. Conquest and romanisation ........ 266 4. Roman Hispania. How land was organised .............. 268 5. Hispano-roman religion, culture and art ................... 270 6. The Visigoths in Hispania .............................................. 272 Review ...................................................................................... 274 Protagonists: Egeria and Janna Jihad ........................... 275 Glossary ................................................................................... 276 Applying skills: Spain’s Stonehenge ...................................... 278

Annex • Basic data and political maps of the continents ......... 280

The climate and bioclimatic zones Reading and listening

Anna Mani Anna Mani dedicated her life to the study of Physics and Meteorology. She was born in Travancore, India, in 1918. She got a degree in Physics and spent some years studying the properties of gems like rubies or diamonds. Later, she moved to London, where she was awarded a scholarship in the Imperial College. Her research focused on the manufacturing and use of the different weather measuring instruments, such as the anemometer, which measures the speed of the wind, the pluviometer or rain gauge, which measures the amount of rainfall, or the barometer, which measures atmospheric pressure, among others. When she returned to her country, she was appointed deputy general manager of the India Meteorological Department and started to work on the design and standardising of weather instruments. Although she resigned from her position in the Meteorological Department in 1976, she continued collaborating with the Indian Institute of Tropical Meteorology, where a unit was created to research solar and wind power. She studied the behaviour of gases such as ozone. For a better understanding of climates and bio climates on Earth, you will learn about:

• The atmosphere and its changes. • The elements of climate and the factors that affect it. • Climates and climate zones. Vegetation and biosphere. • The Earth’s bioclimates. 1 Define the word meteorology. 2 Answer the questions. a) What did Anna Mani study at university? b) What are the names of the three institutions where Anna developed her career? c) Apart from ozone, do you know the name of any other gases that are present in the atmosphere?

Speaking

3 What are the names of the layers of the atmosphere? With a partner, talk about in which layer you think the following would happen:

• weather phenomena • protection from UV radiation • protection from meteorites • the northern lights 4 Do you know what the greenhouse effect is? In small groups, look for information and, using a diagram, talk about the causes and possible consequences caused by the greenhouse effect.

Writing

5 Because of the hole in the ozone layer, environmental balance is at risk. Find out about the evolution of the hole since it was first discovered and its current situation.

6 Then based on that information and the hazards caused by the greenhouse effect, write an essay for your local government so they consider including climate change in their agenda.

anayaeducacion.es Go to the SDG 5.5 and 7.2 resource.

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1 THE ATMOSPHERE

The air and its gases

AND HOW IT CHANGES ã 1.1 The atmosphere, an essential layer The atmosphere is a layer of gases surrounding the Earth that is joined to it by the force of gravity. It is made up of air, which contains water vapour and a mixture of gases (including nitrogen, oxygen, ozone and carbon dioxide). The atmosphere is very important because it performs four functions that make life possible on our planet: it contains gases that are essential for living beings such as oxygen; it filters harmful solar radiation, like ultraviolet rays; it helps regulate the temperature on the planet; and it protects the Earth from the impact of meteorites.

21%

78%

ã 1.2 The layers of the atmosphere The atmosphere goes from the surface of the Earth up to approximately 10 000 km high. This space is divided into five layers with different temperatures and characteristics. From the Earth’s surface outwards these layers are: the troposphere, the stratosphere, the mesosphere, the ionosphere and the exosphere. The troposphere is in the lowest layer of the Earth’s atmosphere. It extends from the surface of the Earth to an altitude of 12 km. Meteorological and climatic phenomena happen in the troposphere.

Nitrogen Oxygen Others (Carbon dioxide, water vapour, other gases)

ã 1.3 Atmospheric phenomena. Weather and climate

The atmosphere is constantly changing, which produces variations in the atmospheric weather and creates climates.

➜ Atmospheric weather is the state of the atmosphere over one place at a certain time. For example, the weather in Rome at 12 noon on October 31st of this year is cool and rainy. The weather changes, so the values obtained at 12 noon can be different from the values at 7 pm. This is because in the troposphere there are large air masses. They are pushed by the winds and move continuously over the surface of the Earth. Meteorology is the science that studies the weather and its changes. To do so, it measures the temperature, pressure and humidity of the air masses.

➜ Climate is the average state of the atmosphere over one place. It is determined by observing the succession of types of weather for at least thirty years. The conclusion determines that the climate in Rome is hot and dry in summer. Therefore, the climate is more stable than the weather. Climatology is the science that studies climate and its varieties. It measures and records the average temperature and the precipitation levels of a place throughout the year. 88

Skills progress Working with pictures

1 In the illustration, find information about the layers of the atmosphere: • What is the most abundant gas in the atmosphere and what percentage does it represent? • Calculate the thickness of each of the layers of the atmosphere. • Which is the coldest layer? And the hottest? • Which layer protects Earth from meteorites? And from harmful solar radiation? • In which layer do the northern lights appear?

Unit 4

Exosphere. This layer is the most distant from the surface of the Earth.

10 000 km

500 km

Ionosphere. The high high temperature in this layer (1 500 ˚C) causes meteorites coming from space to disintegrate, preventing their impact on the surface.

1 500 °C

IONOSPHERE

EXOSPHERE

The layers of the atmosphere

Mesosphere. In this layer, the temperature goes down to -90 ˚C.

Northern lights

Stratosphere. This layer contains the ozone layer, which absorbs the Sun’s ultraviolet rays. Satellites

Spacecraft orbiting the Earth

TROPOSPHERE

STRATOSPHERE

MESOSPHERE

80 km

Troposphere. Meteorological phenomena happen here. The force of gravity keeps it linked to the Earth.

Today meteorology uses artificial satellites, like Meteosats. They send information and pictures about the state of the atmosphere.

-90 °C

Ultraviolet solar radiation

50 km Ozone layer Supersonic plane

12 km Jet plane

Meteorological phenomena

Using vocabulary

Use ICT

2 Explain the differences between these pairs

5 Look for information about some of these subjects

of concepts: a) atmosphere and troposphere; b) weather and climate; c) meteorology and climatology.

3 Write a composition about the importance of the atmosphere, using these terms: life, harmful radiation, gases, meteorites and temperature. Analysing physical phenomena

4 Say which of these sentences refers to the weather and which refers to climate: a) Winter in Madrid is cold and dry. b) Today it is hot and sunny in Seville.

on the Internet: a) What ozone is, and what role it plays in human life. b) What ultraviolet rays are, and how they affect people. c) What meteorological satellites provide.

information

artificial

With all the information write a short composition and present it in class. Use whichever pictures you consider necessary for the presentation. 89

2 ELEMENTS OF CLIMATE (I). TEMPERATURE AND PRECIPITATION

Latitude factor North Pole Arc

tic

ã 2.1 Elements of climate Elements of climate are components of the atmosphere that can be measured. The main elements are temperature, precipitation, atmospheric pressure and wind. They can all vary due to factors like latitude, altitude and distance from the sea, the unchanging characteristics that have a permanent influence on the climate.

ã 2.2 Temperature and its factors Temperature is the amount of heat in the air. It is measured with a thermometer and is expressed in degrees Celsius (°C). The factors that influence temperature are:

➜ Latitude. Temperature decreases from the Equator to the poles.

Tro p

ic o

Cir

cle

anc

uat

Northern cold zone Northern temperate zone

Tro p

ic o

apr

tar

ico

Southern cold zone

ctic

Tropical zone Cir

cle

Southern temperate zone

South Pole

In hot areas, the Sun’s rays are more direct. This means that the heat is spread over a smaller surface area and it heats up more. Heat also encourages precipitation.

This is because the surface of the Earth is curved and the rays from the Sun hit the Earth at the poles at a very oblique angle.

➜ Altitude. Temperature decreases by about 0.6 °C for every 100 metres of altitude increased because the air, which is less dense, stores less heat.

➜ Distance from the sea. Temperature is milder on the coast and more severe inland, because the sea warms up and cools down more slowly than the land. On Earth, differences in temperature allow us to identify various thermal zones that are related to latitude: one hot, two temperate and two cold.

ã 2.3 Precipitation and its factors

Skills progress

Precipitation is the water that falls on the Earth’s surface from the clouds, in liquid form (rain) or solid form (snow and hail). It is measured with a rain gauge or pluviometer, and is expressed in millimetres (mm) or in litres per square metre (L/m2).

Organising information

The factors that influence precipitation are:

➜ Latitude. There is more precipitation at the equator and less precipitation in tropical, temperate and polar areas. Heat makes the air to rise which results in the condensation of the water vapour.

➜ Altitude and relief. Precipitation increases with altitude, because

1 Create a table comparing the characteristics of temperature and precipitation. It should contain the following: definition, instrument used to measure it, unit of measurement, factors, distribution on Earth. Analysing physical phenomena

cold temperatures favour condensation in the air. Also, when the air meets an obstacle such as a mountain, it is forced to rise and so it cools down.

2 Is rain the same as precipitation?

➜ Distance from the sea. There is more precipitation near the coast

in temperature and precipitation?

because the sea is a constant source of moisture. On Earth, annual rainfall varies from one region to the next. These differences allow us to identify areas with different levels of precipitation, ranging from very abundant to very scarce precipitation.

Justify your answer.

3 Which factors create differences 4 Where is precipitation more likely to happen, at the base or at the top of a mountain? Justify your answer.

Unit 4

Temperature and precipitation maps 0

1000 2000 3000 4000 km

Arctic Circle 66° 33’ N

Tropic of Cancer 23° 27’ N

Average annual temperature (˚C)

Equator 0°

Tropical or hot zone Above 25

Temperature (A) is represented on maps using isotherms or lines that link places with the same temperature. On Earth, temperatures decrease with latitude and altitude, and are milder near the coast.

Tropic of Capricorn 23° 27’ S

Between 20 and 25 Temperate zone Between 10 and 20 Between 0 and 10 Cold zone Between -10 and 0

Antarctic Circle 66° 33’ S

Below -10

1000 2000 3000 4000 km

Arctic Circle 66° 33’ N

Precipitation (B) is represented on maps using isohyets or lines that link places with the same precipitation. On Earth, there is more precipitation at the Equator, in elevated areas and on the coast.

Tropic of Cancer 23° 27’ N

Average annual precipitation levels (mm)

Equator 0° Tropic of Capricorn 23° 27’ S

Very high

(more than 2000)

High

(from 1000 to 2000)

Moderate

(from 500 to 1000)

Scarce

(from 300 to 500) Antarctic Circle 66° 33’ S

Very scarce

(less than 300)

Altitude factor

Working with maps

5 Using the atlas at the end of the book, find a country that is included, fully or partially, in each thermal zone and in each rainfall area. Then write it down in your notebook.

0 °C

3 000 m Warm and humid air

5 °C

2 000 m

5 °C

Distance from the sea 0 °C Hot and dry air

10 °C

In winter, the warmer air from the sea air moves towards the coast. In summer, in contrast, the hotter air from the coast moves towards the sea. Also, there is more precipitation because the sea is a constant source of moisture. Winter Winter Warm air Warm air

Working with pictures

6 How are the Sun’s rays received

Precipitation

in the Earth’s hot, temperate and cold areas? How does this influence temperature in the planet?

The sea is warmer than land The seathe is warmer than the land

the

7 If the temperature at 0 metres of altitude is 3 °C, what would the temperature be at the top of a 2 500 metre mountain?

Summer Summer

15 °C

1 000 m

30 °C

Temperature decreases with altitude by around 0.6 °C for every 100 metres of altitude increased; and precipitation increases, because as it rises, the air cools and condenses.

Cool air Cool air The sea is cooler than land The seathe is cooler than the land

3 ELEMENTS OF CLIMATE (II).

The pressures and winds on Earth

PRESSURE AND WIND

60º

Polar easterlies

50º

ã 3.1 Atmospheric pressure

30º

and its factors

Atmospheric pressure is the weight of the air column on a place. It is measured with a barometer, and is expressed in millibars (mb). Average or normal pressure, measured at sea level, is 1 013.5 mb. Areas with higher than average pressure are anticyclones, and they are marked on weather maps with an A. And areas with lower pressure are depressions, and they are marked with a B. The factors that explain these differences in pressure are:

➜ Altitude.

Pressure decreases with altitude, because as you go higher, the layer of air over a place becomes thinner.

30º

West winds

H Northeast trade winds

0º

Southeast trade winds

West winds

30º

50º

Polar easterlies 60º

60º

Areas of high pressure Areas of low pressure Polar front

30º

Trade winds West winds of the temperate zones Polar easterlies

➜ Air temperature. Warm air is light and not very dense. so it tends to rise, producing low pressure that causes precipitation. Cold air is denser and heavier, so it tends to fall, producing high pressure or an anticyclone that causes stable weather. On Earth there are high and low pressure areas. At the Equator there is permanent low pressure; in the tropics and at the poles, there is permanent high pressure and in temperate areas, high and low pressures alternate.

ã 3.2 Wind and its factors

Skills progress

Wind is air that moves horizontally. Its speed is measured with an anemometer, either in kilometres per hour (km/h) or in metres per second (m/s). Its direction is determined by using a weather vane, which indicates the cardinal point where it comes from.

Building vocabulary

The factor that causes wind is a difference in air pressure. Wind always blows from high to low pressure. Its speed is greater when the difference in pressure is larger.

2 Create a table comparing the characteristics of

On Earth there are constant winds that carry hot air towards cold areas and viceversa, keeping the Earth's temperature in balance. The most important ones are the trade winds, west winds and polar winds. In addition, there are seasonal winds, such as the monsoons of Southeast Asia; and daily winds, such as sea and mountain breezes. 92

1 Define anticyclone and cyclone. Then, link each of them with the corresponding air temperature and with the existence (or lack) of precipitation. Organising information pressure and wind. It should contain the following: definition, instruments used to measure them, unit of measurement, factors, distribution on Earth. Setting goals

I think, I’m interested, I investigate

3 On Earth there are also seasonal winds, such as monsoons and daily winds, such as sea breezes. Set a goal for yourself to learn more about the subject, and achieve it.

Unit 4

Altitude factor

Air temperature With height atmospheric pressure decreases, because as you go higher, the thickness and weight of the column of air over a place reduces.

Air columns

The air temperature also influences differences in pressure.

A. C old air (1) is heavy and tends to fall. Then it warms up (2) and causes dry weather.

Wind

B. H ot air (1) is light and tends to rise. Then it cools down (2) and causes precipitation.

ANTICYCLONE

CYCLONE

Understanding a weather map 20° O

10° O

0°

1 02

30° O

10° E

Day 22-II-2000 80° N

70° N

1 008

1 036 1 032

1 016 mb

1 040 mb

Surface analysis

A B

Anticyclone Depression

1032 mb Millibars

Isobars

mb 60° N

Cold front Warm front

Occluded front

(is the meeting of cold and warm fronts, which gives rise to a depression that diminishes and disappears)

1 016 mb

50° N

992 mb 9 1 0 96 mb 00 mb

998 994 990

10 24

—F ronts are the contact point between two air masses that have different characteristics. They are represented using a red line with semi-circles (warm front) or a blue line with triangles (cold front). Both cause precipitation in their path.

1020 1024 1028

30° N

Interpreting the map

— I n depressions or cyclones (B), the wind blows to the left in the northern hemisphere; and to the right in the southern hemisphere.

40° N

1 016

— I n anticyclones (A), the wind blows between the isobars to its right, in the northern hemisphere; and to its left, in the southern hemisphere.

1 004 m 1 00

Pressure is represented on maps using isobars. This is the case, for example, with weather maps, which show the distribution of anticyclones, cyclones and fronts.

Shared interpretation

4 Looking at the weather map, answer these questions: • What does the number next to an isobar mean? • How can we identify anticyclones and cyclones? • What direction does the wind blow in an anticyclone? • And in a cyclone, what direction does the wind blow?

• What is the value of the isobar closest to the centre of the main Atlantic anticyclone?

• Which fronts appear? What type of weather do they cause?

• What will the weather be like near Iceland, and on the west coast of France? Why?

anayaeducacion.es Go and see how the Anticyclones and Depressions are marked on weather maps in English.

4 CLIMATES, VEGETATION

The biosphere

AND BIOCLIMATES

ã 4.1 Climate and climate zones

Troposphere

The combination of elements and climate factors that we have just studied gives rise to different climate zones on Earth.

Hydrosphere

Biosphere

These zones are the tropical or hot zone, where the equatorial and tropical climates are found; two temperate zones, north and south, where the Mediterranean, oceanic and continental climates are found; and two polar zones, north and south, with polar climates.

Lithosphere

There are also azonal climates, which means that they can be found in several climate zones, such as deserts and mountains.

The biosphere is usually considered one of the four layers that make up the Earth. It is the combination of all the living organisms on the planet and the environment in which they live.

ã 4.2 Vegetation and the biosphere

All the components of the biosphere are interrelated. This means that if something changes in one of them, it affects the others.

Vegetation is the collection of plant species in a territory. It is found in the layer where living organisms live, which is called the biosphere (from the Greek terms bios, which means “life”; and sphera, which means “globe or sphere”). The biosphere extends from an altitude of 50 km in the atmosphere to the open oceanic trenches at the bottom of the oceans, which can be 8 000 metres deep. The biosphere contains an enormously diverse amount of plant and animal species (biodiversity). There are more than two million. Vegetation groups together in vegetal formations, or sets of plants with a similar size and appearance. The main types are forests, scrublands and grasslands:

➜ Forests are made up of trees: plants that have a trunk with branches and which are taller than eight metres.

➜ Scrublands are made up of plants that have no trunk. The branches grow directly from the ground.

➜ Grasslands are made up of grasses. On Earth, the distribution of vegetation is determined by many factors like relief, the composition of soil and, above all, the climate, because plants are adapted to the moisture, light conditions, temperature and wind conditions in each area of the Earth.

ã 4.3 The Earth’s bioclimates The Earth's climate and vegetation are very closely related. Bioclimates are the result of the combination of climate and vegetation. The distribution of bioclimates on Earth generally coincides with the climate zones. Hence, three large bioclimates are defined. They correspond to the tropical, temperate and polar zones. 94

Skills progress Building vocabulary

1 Define

these terms: climate zones, vegetation, biosphere and bioclimate.

Analysing physical phenomena

2 Why do you think that climate and vegetation are related?

3 Write down an example that you know of factors that determine the distribution of vegetation on Earth. Working with maps

4 Using an atlas, name two countries where forests predominate, two where shrublands predominate and another two where grasslands predominate.

5 Look at the bioclimatic map and complete the following tasks: a) Indicate, approximately, the latitude of each climate zone. b) Locate the following bioclimates in their corresponding areas: desert, oceanic, tropical, continental and polar.

Unit 4

Plant formations and their geographic distribution

Arctic Circle

Tropic of Cancer

Equator

Vegetal formations Woodland

Tropic of Capricorn

Scrubland Grassland Desert zone Alpine zone Permanently frozen zone 0

3 Antarctic Circle

1000 2000 3000 4000 km

1. Forest 2. Shrubland 3. Grassland

The Earth’s bioclimates Cold zone Arctic Circle

Temperate zone Tropical or hot zone Equatorial jungle bioclimate

Tropic of Cancer

Tropical woodland bioclimate Tropical savannah bioclimate

Temperate zone

Tropical or hot zone

Equator

Oceanic conifer woodland bioclimate Mediterranean evergreen woodland bioclimate

Tropic of Capricorn

Continental taiga bioclimate

Cold zone Polar tundra bioclimate Polar ice cap bioclimate

Temperate zone

Dry (arid and semiarid) zone Arid desert bioclimate Semiarid grassland and steppe bioclimate Alpine

Cold zone Antarctic Circle

2 000

4 000

6 000

8 000 km

m this resources fro r to choose be em m Re portfolio. unit for your

Review

1 In your notebook, fill in the blank spaces with the

3 The picture below is an example of one factor that

composition and layers of the atmosphere. Then, answer this question: why is the atmosphere essential for life on Earth?

affects temperature. Explain it and then, in five lines, explain other factors that affect temperature.

78% 21% 4 Briefly define the terms isotherm and isohyet. What

climatic element are they related to?

................................................................................................. .................................................................................................

5 Copy and correctly place the high and low pressures and the names of the main winds on Earth.

................................................................................................. 60º

60º

50º

Layers

50º

Characteristics 30º

30º

Exosphere Ionosphere 0º

0º

Mesosphere Stratosphere

30º

Troposphere

30º

50º

50º 60º

2 Copy these summary tables into your notebook and complete them: Definition

Science that studies it

60º

.......................................

............................................................

.......................................

............................................................

.......................................

............................................................

6 Relate each term to an element of climate.

Time Climate Anemometer Thermometer

Definition Temperature

Is measured with

Is expressed in Weather vane

Precipitation Atmospheric precipitation Wind

Rain gauge

Barometer

PROTAGONISTS Basic information Name: Felisa Martín Bravo Time period: 1898-1979 Nationality: Spanish Occupation: Doctor of Physics and meteorologist

I was born in Donostia (San Sebastian) in 1898. I am a fortunate woman, I was able to study, first in the city where I was born, later at the Central University of Madrid, where I graduated in Physical Sciences in 1922, and later overseas. As soon as I finished my studies I concentrated on research and managed to be the first female doctor of Physics

NOW Laura F. Gibellini Basic information Name: Laura F. Gibellini Place and date of birth: Madrid, 1978 Occupation: artist

Felisa Martín Bravo turned a scientific eye to the atmosphere. Her work made it possible to make records, predictions and climatic studies. Laura Fernández Gibellini is a multidisciplinary artist, doctor of Fine Arts and university lecturer who studies atmospheric conditions from a different point of view. She works to make the invisible visible. In her works she is concerned with recreating the changes that light brings to different places, she picks up the colours of different landscapes and she captures the poetry of the atmosphere.

in our country. Afterwards I did teaching tasks, both here and in the United States. At the end of my time in Cambridge in 1933 where I broadened my studies, I joined the National Meteorological Service in Madrid, where I had already worked as an assistant, being the first woman ever admitted to this organisation. Shortly after the Spanish Civil War broke out (1936), and the office moved to Valencia along with the Government, but I didn’t want to leave the city and they dismissed me. The war ended in 1939 and I had to go through a clearance process, but I managed to be readmitted.

at the Meteorological Service and perhaps, because of the difficulties I had with being a woman, I dropped this aspect of science. Nonetheless, I achieved some more success, when in 1973 I became the first and, at the moment, the only female president of the Spanish Meteorological Association.

When I was young I took part in scientific research, but with the war, my jobs as a teacher, my work

almost six years, she focused her artistic attentions on everything that changes in nature. As a result, the air, water, the weather and the atmospheric conditions of the places she analyses are the elusive protagonists of her works. One of the works in which these concerns are seen is the installation called Atmospheres and Interruptions. This project was created during her time at the Spanish Royal Academy in Rome in the 2016-2017 academic year. In

QUESTIONS

IN THE PAST Felisa Martín

1 In which city did Felisa Martín Bravo broaden her studies on the atmosphere? In which country and climate zone is this place located?

2 Felisa Bravo was the first woman to work at the National Meteorological Service, the organisation has changed its name. Look for information about it, indicate its current name and what its main roles are.

3 Do you know what a weather station is? Explain what it looks like, what it is used for and indicate the location of one in your neighbourhood or autonomous community. this work her aim was to capture the weather, the air and the light of the Italian capital.

Laura recognises that after returning from New York, where she lived for anayaeducacion.es Go to the SDG 5.5 resource.

glossary

1. THE ATMOSPHERE AND HOW IT CHANGES climatology

Science that studies climate and its varieties.

exosphere

This layer is the most distant from the surface of the Earth.

ionosphere

Layer of the atmosphere with very high temperatures (1 500 °C) where meteorites disintegrate.

mesosphere

Middle layer of the atmosphere where the temperature goes down to –90 °C.

meteorology

Science that studies the weather and its changes.

stratosphere

This layer contains the ozone layer, which absorbs the Sun’s ultraviolet rays.

trophosphere

Layer of the atmosphere closes to the surface of Earth where meteorological phenomena happen.

2. ELEMENTS OF CLIMATE (I). TEMPERATURE AND PRECIPITATION degrees Celsius

Unit to measure temperature.

isohyets

Lines that link places with the same precipitation.

isotherms

Lines that link places with the same temperature.

millimeters

Unit to measure distance or precipitation.

moisture

Humidity.

rain gauge

Instrument that measures the amount of rainfall.

rainfall

Precipitation in the form of rain.

thermal zones

Areas with similar temperatures because of latitude.

thermometer

Instrument to measure the temperature or amount of heat in the air.

Arctic Circle 66° 33’ N

Tropic of Cancer 23° 27’ N

Average annual temperature (˚C)

Tropical or hot zone Above 25

Equator 0°

Between 20 and 25

Tropic of Capricorn 23° 27’ S

Temperate zone Between 10 and 20 Between 0 and 10 Cold zone Between -10 and 0 Below -10

Antarctic Circle 66° 33’ S

1000 2000 3000 4000 km

Arctic Circle 66° 33’ N

Tropic of Cancer 23° 27’ N

Average annual precipitation levels (mm) Very high

(more than 2000)

Equator 0° Tropic of Capricorn 23° 27’ S

High

(from 1000 to 2000)

Moderate

(from 500 to 1000)

Scarce

(from 300 to 500)

Very scarce

(less than 300)

1000 2000 3000 4000 km

Antarctic Circle 66° 33’ S

Unit 4

3. ELEMENTS OF CLIMATE (II). PRESSURE AND WIND anemometer

Instrument to measure the speed of the wind.

anticyclone

An area with high atmospheric pressure.

barometer

Instrument to measure atmospheric pressure.

breezes

A type of daily wind.

cardinal point

Basic reference point that allows us to find our bearings on Earth.

depression

An area of low atmospheric pressure.

60º

equator

The parallel that divides the Earth into two hemispheres.

millibars

Unit for measuring atmospheric pressure.

monsoons

Seasonal winds in South-East Asia.

polar winds

Constant winds that blow in polar areas.

poles

The opposite ends of the axis of the Earth.

trade winds

A type of constant wind.

tropics

The parallels that are located 23° north or south of the Equator.

weather vane

Instrument to identify the direction of the wind.

west winds

A type of constant wind.

60º

Polar easterlies

50º

30º

West winds

H Northeast trade winds

0º

Southeast trade winds

West winds

30º

50º

Polar easterlies 60º

60º

Areas of high pressure Areas of low pressure Polar front

30º

Trade winds West winds of the temperate zones Polar easterlies

4. CLIMATES, VEGETATION AND BIOCLIMATES azonal climates

Climates that can be found in several climate zones.

bioclimate

Geographic area where the relationship between climate and vegetation is very close.

forest

Vegetal formations made up of trees.

grassland

Vegetal formation made up of grasses.

polar zones

Climate zones located in the polar caps.

scrubland

Vegetal formation made up of plants with no trunk.

temperate zones

Climate zones located between the tropics and the polar circles.

tropical zones

Climate zones located between the Equator and the tropics.

Hydrosphere

Troposphere

Biosphere

Lithosphere

s applying skill Crazy weater You often hear that the weather “is crazy”. Obviously this is not the case; what does happen is that it varies a great deal compared to what we consider normal, or rather, compared to the typical climatic conditions for each time of year. It is definitely the case that these changes are increasingly common, and almost all conversations involve talk of “climate change” as the cause for unseasonable snow, heat waves, droughts or floods. Also, as the saying goes in Spanish, it almost “never rains to everybody’s taste”. “Good weather” is subjective: what is good for skiing is not good for farming or going to the beach. With everyone paying attention to it, opinions are very diverse, although some are more informed than others.

1. In my town, summers are cool. 2. It hasn’t stopped raining for days. 3. In the street people are wearing coats and scarves. 4. As the saying goes: “in April it doesn’t rain, it pours”. 5. Last summer it never stopped raining. 6. At school, the heating is turned on in October.

3 If we use a thermometer to check the temperature in different parts of a house it gives different readings. On the side where the sun hits, next to the window it shows 50° and, outside, 43°. On the shady side, next to the window it shows 30° and, outside, 32°. Which do you think is the right place to get temperature information? a) Inside in the sun. b) Outside in the sun. c) Inside in the shade. d) Outside in the shade.

4 Look at the relationship between the first map on the left and the first on the right, and say which would be the correct links between the maps that are shown below. a) 1-A, 2-B, 3-C

c) 1-B, 2-C, 3-A

b) 1-C, 2-B, 3-A

d) 1-B, 2-A, 3-C

7. The ski season starts in February. 8. Without fail: it’s Sunday and it’s raining.

1 It is a good idea to differentiate between weather and climate. In a table like this one, in your notebook, indicate which of the opinions above describe the weather and which are more to do with climate. Weather

Climate

2 The aspects that make up climate are temperature and precipitation. To measure the former, a thermometer is used, and for the latter, a rain gauge. Generally, precipitation data is expressed in litres per square metre. If we build a square box with metre long sides, how many litres are collected when the water reaches a height of 10 centimetres?

100

B 3

anayaeducacion.es You have another «Applying skills» resource: The child.

Temperature (ºC)

Altitude: 828 m Precipitation leves (mm)

Temperature (ºC)

Average temperature: 9,5 ºC Precipitation: 779 mm

Altitude: 915 m Precipitation leves (mm)

Average temperature: 11,5 ºC Precipitation: 414 mm

Temperature (ºC)

Altitude: 12 m

Precipitation leves (mm)

Average temperature: 17,1 ºC Precipitation: 447 mm

J F M A M J J A S O N D 2,3 3,2 5,8 8 11,2 14,8 17,5 17,4 14,9 10,5 5,9 3 61 56 65 65 84 69 43 56 65 68 73 74

J F M A M J J A S O N D 3,4 4,3 6,9 9,4 13,4 17,7 21,1 21,4 17,3 12,1 7,1 4,5 18 21 32 36 60 53 25 27 48 38 32 24

5 Using the average temperature and amount of precipitation for a place for each month, you can create a climograph, which shows the climate characteristics for the place you are studying. A climograph is almost a “photograph” of a climate. The difference between the maximum annual temperature and the minimum is called the annual temperature variation, and it is a very important feature. Close to the sea it is lower compared inland on the continents, because the sea moderates temperatures. Altitude also affects it, because the temperature drops as you climb and it usually rains more too. The climographs above show different places in Spain. According to the above information, classify them as: high mountain, near the sea or centre of the Peninsula.

6 Look at the climograph and say to which of the places the climate shown is most similar. Temperature (ºC)

Precipitation levels Altitude: 34 m (mm) Average temperature: -17 ºC 80 Precipitation: 198 mm

30 20

J F M A M J J A S O N D

10,2 11,1 13,2 15,3 18,5 21,9 24,6 24,9 22,5 18 13,7 11,6 24 36 29 32 44 29 13 21 60 70 50 39

a) The South Pole. b) The Sahara desert. c) The Canary Islands. d) The North Pole.

7 If we wanted to plant lemons and taking into account this species’ needs, according to its technical data sheet, in which of the places represented by the three climographs above (A, B or C) could they be grown and what care would they need?

sheet: lemon tree Technical data al species. Ж It is a subtropic e plant dies if tant to cold and th Ж It is not very resis below 3 °C. temperatures fall y rainfall of over Ж It needs monthl red. t, it must be wate 60 litres and if no er 22 °C temperatures of ov e tim er mm su s ed Ж It ne en. for the fruit to rip

10 0

-10 -20 -30

F M A M J

O N D

-2,9 -9,3 -17,6 -20,6 -21,4 -22 -25,7 -26,7 -24,8 -18,9 -9,9 -3,9 16 30 11 13 19 29 18 12 16 10 10 14

anayaeducacion.es Go to the SDG 13 resource.

101

Building Blocks is an educational project of Anaya Educación for Secondary Education with the participation of: J. A. A. Castrillón, N. Blanco C. Broadbridge, M. Burgos, K. Chambers, M. Folgueral, Begoña Fuente Larrazabal, Sara Gascón Martín, Danny Latimer, M. C. MuñozDelgado, R. Oakes, J. Roe, C. Ordóñez, Hannah Peat, Karen Piper, Emma San José, Deborah Spencer, Denise Suárez. The following people have also contributed to this book:

Editorial team: Carmen F. Picatoste, Begoña Fuente Larrazabal, Juan Lorente, Karen Piper and Jorge Sanz

Design, technical drawings and maps: Patricia G. Serrano, Juan Carlos Quignon, Miguel Á. Castillejos, Miguel Ángel Díaz-Rullo, Míriam Arribas, José M.ª Gil y Rosario Regaño.

Illustrations: Gracia Artigas, Arturo Asensio, Paul Coulbois, Rosalía Martínez and Carlos Moreno.

Layout: J&M Artes gráficas. Corrections: Miguel Ángel Alonso and Sergio Borbolla. Graphic edition: Elena Achón. Translation: Montero Language Services. Proofreading: Deborah Ether-Spencer and Emma San José. unit opening pages and glossary Writing: Emma San José. Photographs: Agencia EFE, Alamy / Cordon Press, Age Fotostock, Aisa, Album, Archivo

Anaya (Balaguer. T.; Candel, C.; Cantó, M.; Cosano, P.; Cruz, M.; Enríquez, S.; García Pelayo, Á; Hernández Moya, B.; Leiva, A.; Lezama, D.; Martín, J. A.; Martin, J.; Martínez, C.; Muñoz M.; Nosti, N.; Ortega, Á.; Ortiz, J.; Osuna, J.; Padura, S.; Pozo, M.; Pérez de Tudela, M.; Ramón Ortega, P.-Fototeca de España; Redondo, M.; Rivera Jove, V.; Ruiz Pastor, L.; Ruiz, J. B.; Sánchez, J.; Steel, M.; Torres, O.; Valls, R.; Váquez, A.; Zafra, J. C.; 6x6 Producción Fotográfica), Cordon Press, Dreanstime, ESA, Granger Collection / Cordon Press, Getty images, Istock / Getty images, Laura F. Gibellini, NASA, Scala, 123 RF and collaborators. We would like to thank the artist, Mira Shiladeh, and the photographer, Mia Gröndahl.

Academic and Professional Orientation: created in conjunction with Fundación Bertelsmann. Coordinator: Juan José Juárez Calvo. Expert collaborators: Sara Lozano Santiago, Belén Pérez Castro and Pilar Vázquez Hernández.

Commitment to Sustainable Development Goals Our publications contain carefully selected content, illustrations and language to comply with non-discrimination on the grounds of gender, culture or opinion. Grupo Anaya considers social and environmental responsibility to be one of its fundamental values. For this reason, we are committed to: · continually improving our contents and materials related to the environment. · reducing our carbon emissions. · using natural resources responsibly. · making sure that our activity has no negative consequences for endangered forests. These commitments, among others, mean that 100% of the paper used in our books has the PEFC label. Important information: The activities proposed in this book should be completed in a separate notebook or on sheets of paper, not in the book itself. The links to webpages which appear in this book have been checked before printing. The publisher cannot be liable for any changes or modifications which occur after the date of publication.

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