Geography Syllabus

Paper 2 The environment of Pakistan

Notes

Themes across the Paper 2 syllabus topics

It is important to note that for each topic, the importance to the people, country and development of
Pakistan of the following themes should be considered, where relevant:
• The problems and opportunities for Pakistan as a developing country
There are many problems for Pakistan as a developing country. Trying to compete for trade is an obvious
disadvantage for any developing country. The development of manufacturing industries requires huge
amounts of money. Pakistan spends more than it earns and this results in Pakistan becoming burdened
by serious debt.
• Effects on the environment and the importance of conserving the environment
Every human activity has consequences for both the natural and the human environment. Irrigation
has changed parts of the Cholistan and Thal deserts into farmland; all farmland in Sindh was previously
desert. Poor farming practices when using irrigation have further changed some areas, through
water logging and salinity, with a consequent damaging effect on both natural and human environments.
Soils are being eroded and pollution is affecting water supplies. There is more pressure on the
environment from the need for development. Transport, processing and manufacturing are seriously
polluting the air, especially in most of the cities of Pakistan. It is expensive to reduce pollution, and to do
so uses money needed for other developments.
• The promotion and importance of sustainable development
It is important that Pakistan’s development is sustainable. ‘Sustainable development’ for Pakistan means
that it must aim to improve the quality of life for its people in such ways that future generations will also
benefit from the resources that Pakistan has.
• The importance of feasibility studies
The understanding of feasibility involves a consideration of the advantages and disadvantages of a
proposed development.
Too many projects are planned without a proper feasibility study being carried out beforehand, and fail
as a consequence. The Nooriabad and Hab industrial estates are both struggling because they were
placed in areas with inadequate water supplies. A proper feasibility study would have identified this as a
reason to:
either delay the projects until sufficient water supplies could be provided
or reject the project, if providing an adequate supply of water was impossible
or limit the size of the project to fit the amount of water available.
Whether a new dam is to be built, a forest planted, a mine developed, a cash crop farm developed, a
factory built, a hotel built, an airport or a road built, and whether a project is large, medium or small,
a feasibility study is vital before any plan for its site and/or size/scope and/or route is drawn up and
decisions are taken.

Syllabus content

The syllabus content is intended to give guidance to teachers when devising their scheme of work and
when planning individual lessons. It does not represent a definitive scheme of work or set a limit to what
teachers may include in their own scheme of work. Teachers may, for sound educational reasons, wish to
teach some topics more comprehensively than will be required in order to answer any question set in an examination.
Teachers are advised to plan their scheme of work to produce as much cohesion as possible between the topics in sections 1–8. In this way, candidates will achieve not only a sound knowledge of each topic but,equally important, an understanding of the inter-relationships which exist between them.

Examples of these inter-relationships include:

• natural topographical features, climate and population density
• cash crop farming, cotton production, agricultural raw materials, processing and manufacturing, transport
and export
• large-scale manufacturing and the distribution of population
• floods, water for irrigation, industrial and domestic use and hydel power including multi-purpose
schemes.
Subject-specific vocabulary
Teachers should ensure that their candidates acquire, and are able to use, the specialist vocabulary required
for this subject. Attention must be paid to the definition of terms specified in the syllabus.
Use of resources. Whenever possible, teaching should incorporate the use of diagrams, graphs, statistical tables, maps, newspaper articles and other written material, photographs and the many resources available via the internet. Teachers should demonstrate to their candidates the importance of such resources in providing information about the environment of Pakistan, and help the candidates to use them to develop their understanding.

Use of the internet

Candidates should be encouraged to use the internet to access a wider and more up-to-date range of
information than is available via textbooks, both in class and in their own studies. URLs to some suggested
websites can be found in the resource lists on the Cambridge website.

1. The land of Pakistan

a) Location of Pakistan

Candidates should be able to identify the following on a map:
• the Tropic of Cancer, latitudes 30°N, 36°N, longitudes 64°E, 70°E and 76°E
• the Arabian Sea
• the countries sharing a border with Pakistan, and Pakistan’s position in relation to others in South and
Central Asia.

b) Location of provinces and cities

Candidates should be able to identify the following on a map:
• the provinces, Northern Areas (Gilgit–Baltistan) and FATA
• named cities: Islamabad, Muree, Rawalpindi, Gujranwala, Lahore, Faisalabad, Multan, Sialkot,
Peshawar, Chitral, Gilgit, Hyderabad, Karachi, Quetta and Gwadar.

c) The natural topography, including drainage

Candidates should be able to identify the following on a map:
• named landforms: Balochistan Plateau, Sulaiman Range, Safed Koh, Potwar Plateau, Salt Range,
Hindu Kush, Karakoram and Himalaya mountain ranges
• named rivers: Indus, Jhelum, Chenab, Ravi, Sutlej, Kabul, Hab and Dasht
• named deserts: Thar, Thal and Kharan.
Candidates should be able to:
• use the appropriate vocabulary when describing the distinguishing features of mountains, plateaux,
floodplains and deserts (knowledge of the formation of the natural topography of Pakistan is not
required)
• identify and name the above features on a photograph or drawing
• understand the influence of the natural topography on human activities:
– steep slopes and flat land on the way that the land is used
– mountains and deserts on the road and rail networks.

d) Climate

Candidates should:
• know the distribution of temperature and rainfall, including monsoon, depressions and convectional rain
• know seasonal and regional variations, and the factors contributing to them, including depressions,
thunderstorms and cyclones (typhoons)
• understand the causes of the monsoon (knowledge of the causes of other types of rain is not
required)
• describe and explain the characteristics of the climate of the arid, semi-arid, humid and highland
regions, including seasonal variations
• know the influence of latitude and longitude on day length and climate
• understand the influence of the climate (both the benefits it brings and the problems it causes) on the
economy and on the lives of the people:
– the influence of low temperature, ice and snow on the lives of people in the mountains
– the influence of rain storms and flooding on agriculture, industry and communications
– the problems caused by drought and shortage of water supply on agriculture and industry.

2. Natural resources – an issue of sustainability

a) Water

Candidates should be able to:
• identify on a map the Mangla, Tarbela and Warsak dams, and name two examples of barrages
• understand the importance of water as a resource; understand how supplies for agricultural, industrial
and domestic purposes are obtained, maintained and controlled as well as used; understand the
reasons for, and consequences of, the Indus Water Treaty
• explain and evaluate the causes of and solutions to the problems of water supply (including pollution)
• understand the value of water as a resource for development
• explain and evaluate how water supply issues can lead to conflict.

b) Forests

Candidates should be able to:
• understand the different types of forest and identify, on a map, their main locations
• understand the physical factors that control the distribution of the different types of forest, and the
human factors which have reduced their extent
• understand the reasons for:
– the development of plantations in the Indus Plain
– afforestation on mountain slopes and plateaux
• understand the value of forests as a resource for development, and the importance of their
sustainability
• explain the effects of deforestation, such as soil erosion, silting and flooding
• evaluate possible solutions to the problems caused by deforestation.
Syllabus content
26 Cambridge O Level Pakistan Studies 2059. Syllabus for examination in 2015.
c) Mineral resources
Candidates should be able to:
• identify the main locations of limestone, gypsum and rock salt extraction from a map, and understand
their uses
• identify the main metallic and non-metallic mineral resources of Pakistan, and in what quantities they:
– are extracted
– exist as reserves
• understand the extent to which these can be exploited
• describe the environmental problems caused by mineral extraction
• evaluate the benefits of developing mineral resources and understand the sustainability of extraction
• identify the main imported minerals, where they come from, and in what quantities.

d) Fish

Candidates should be able to:
• describe the fishing methods used in both marine and inland waters, including fish farms
• give examples of the fish caught in both marine and inland waters, and of the fish reared on fish farms
• give examples of the fishing ports on both the Balochistan and Sindh coasts
• describe the uses of the fish caught
• explain improvements in fishing methods and processing techniques
• understand the problems facing the fishing industry and evaluate the possibilities for its further
development and sustainability.

3. Power

a) Sources

Candidates should be able to:
• describe, with the help of a simple diagram for each method, how non-renewable fuels (coal, crude oil
and natural gas) are extracted:
– coal as obtained by open cast, adit and shaft mining methods
– natural gas and crude oil obtained by exploration and drilling
• understand the difference between renewable and non-renewable sources of electricity
• explain (briefly) how electricity can be generated from renewable resources (hydel, wind, solar, and
other possibilities such as wave, tidal, biofuels, geothermal)
• understand the importance of power sources for development.

b) Non-renewables

Candidates should be able to:
• describe the quality and the amount of coal available from within Pakistan and how long reserves are
likely to last, and also describe the types of coal which have to be imported for industrial purposes
• describe how coal both produced in Pakistan and imported is transported to the end users
• state how much natural gas is produced by Pakistan, and how long reserves are likely to last
• describe the extent of the natural gas pipeline network in Pakistan and explain how natural gas can be
taken to those parts of Pakistan away from the pipelines, and the limitations of doing this
• state how much oil is produced by Pakistan, how long reserves will last and how much oil is
imported, and explain why it is necessary to import large amounts of oil
• describe the extent of the oil pipeline network in Pakistan and describe the other methods that are
used to transport both imported oil and oil produced in Pakistan
• understand that electricity can be generated in a variety of ways. In thermal power stations by burning
coal, oil, gas and waste, or with nuclear energy; or with renewable sources e.g. water (including
hydel), the wind and the sun
• understand that non-renewable power sources are running out, and are increasing in price.

c) Renewables

Candidates should be able to:
• explain and evaluate the advantages and disadvantages of the different methods of producing
electricity from renewable resources (generated by water, wind, wave and sun)
• understand the physical and human conditions that favour the development of multi-purpose hydel
schemes
• state and explain the factors, both physical and human, which promote or hinder the availability of
electricity and other power resources listed, including the feasibility of small-scale, renewable power
generation
• explain why the supply of electricity is not sufficient or reliable to develop many parts of Pakistan.

4. Agricultural development

a) Agricultural systems

Candidates should be able to:
• understand how small-scale subsistence farming, cash crop farming and livestock farming operate as
systems made up of inputs, processes and outputs.

b) Crops and livestock

Candidates should be able to:
• identify on a map the main areas where cotton, rice, sugar cane and wheat are grown, and the main
areas where buffalo, cattle, goats, sheep and poultry are reared
• recognise (from photographs) fields of cotton, rice, sugar cane and wheat; recognise (from
photographs) buffalo, cattle, goats, sheep and poultry
• state the uses of the crops named above
• state the main products of the livestock named above and the uses of those products
• identify the main areas for the cultivation and growth of each of the following: apples, apricots,
bananas, dates, maize, mangoes, millet, oilseeds, oranges, pulses, tobacco and vegetables. Know
why they are grown there and state an important use of each.

c) Factors affecting production

Natural factors: topography, climate (for both kharif and rabi crops), soils, pests and diseases
Human factors: capital, labour, size of holdings, farming practices, irrigation (types and methods),
waterlogging and salinity (including solutions), governmental actions to increase production
Candidates should be able to:
• explain how natural and human factors affect production on small-scale subsistence farms,
including:
– rice grown using traditional methods of ploughing, transplanting, irrigating, harvesting and
threshing on small, fragmented holdings using family labour
– wheat grown in areas dependent upon rainfall (barani farming areas)
– dates and vegetables grown using karez irrigation in a desert oasis
• explain how natural factors, including climatic requirements, and human factors affect the production
of cotton, rice, sugar cane (kharif crops) and of wheat (a rabi crop) under the cash crop farming
system
• explain how natural and human factors affect livestock farming (poultry farming, the keeping of
buffalo and cattle, the keeping of livestock) on small-scale subsistence farms and the keeping of
cattle, goats and sheep on a nomadic or semi-nomadic basis, including transhumance
• describe the different types of irrigation and explain the advantages and disadvantages of each for
small-scale subsistence farming, and for the growing of cotton, rice, sugar cane and wheat:
– canal irrigation – karez, inundation and perennial canal
– lift irrigation – persian wheel and tubewell
– understand the roles of dams, barrages, link canals, distribution canals, field channels and bunds
• explain the causes of waterlogging and salinity, and:
– explain how land damaged by it can be restored
– evaluate how agricultural practice and water management can be improved to prevent it happening
• understand how government action has helped to increase production through land reforms, the
promotion of training and the use of machinery, chemicals, improved seeds and other means
• understand and evaluate the possibilities for and problems of the development of agriculture and its
sustainability.

5. Industrial development

a) Understanding common terms

Candidates should:
• understand the meaning of the terms raw materials, refined, processed, manufactured and valueadded
• understand the meaning of the terms infrastructure and services
• be able to define the terms primary industry, secondary industry, and tertiary industry.

b) Secondary and tertiary industries

Processing and manufacturing industries to be studied: cement, cotton (from ginning to clothing), sugar
refining, crafts, fertiliser, iron and steel, brick, oil refining, sports goods, surgical instruments. Tourism.
Candidates should be able to:
• understand the definitions used in Pakistan to distinguish between large-scale industry, small-scale
industry and cottage industry
• state the main products of the listed industries and whether they are destined for the domestic
market and/or for the export market
• state the main locations of the listed industries and explain the factors influencing location and
development – capital, site, sources of raw materials, power, water, labour, communications,
government policy and other means
• understand the differences between the formal sector and informal sector of industry
• understand the range of services provided by the informal sector, and their advantages and
disadvantages to the development of Pakistan
• understand the importance of both the formal and informal sectors, and evaluate the contributions of
both sectors to the development of the listed industries
• understand sources of capital and labour
• state and explain how the governing authorities promote industrial growth
• name examples of export processing zones and other industrial estates, explain the reasons for their
development and describe their characteristics
• assess the feasibility of using global communications to enhance employment opportunities in
service industries, e.g. call centres
• state and describe briefly, with an example of each, some of the natural and cultural attractions of
Pakistan that are, or could be made available to tourists
• assess the feasibility of developing tourism as a means of increasing employment, development,
gross national product (GNP) and gross domestic product (GDP).
Syllabus content
30 Cambridge O Level Pakistan Studies 2059. Syllabus for examination in 2015.

6. Trade

a) Major exports and imports

Candidates should be able to:
• name the main exports and imports
• describe the changes in the types/amounts/value of goods exported and imported in recent years
• know and understand the meaning of GNP and GDP and the difference between them
• explain the effect of changing trends in exports and imports on Pakistan’s balance of trade and
economy.

b) Pakistan’s trading partners

Candidates should be able to:
• name and locate Pakistan’s main trading partners, and name the goods Pakistan exported to them or
imported from them
• understand the factors which may promote or hinder trade with other countries, and explain why it
is difficult for Pakistan as a developing country to maintain or increase its share of trade with other
countries
• understand the factors that may promote and limit trade, including trading blocs, trade barriers and
currency exchange rates.
Syllabus content
Cambridge O Level Pakistan Studies 2059. Syllabus for examination in 2015. 31

7. Transport and telecommunications

a) Internal transport

Candidates should be able to:
• interpret maps to describe the regional variations in the density and pattern of the road, rail and air
transport networks within Pakistan
• explain the factors which help and hinder the location, maintenance and development of roads,
railways and airports
• describe improvements that have recently taken place in road, rail and air communications, and
consider the feasibility of new developments
• compare the advantages and disadvantages of road, rail and air transport within Pakistan for both
goods and people
• evaluate the development of new transport schemes, including motorway and airport development.

b) International transport

Candidates should be able to:
• identify on a map those roads (including the name of the pass they use, where relevant) and railways
which cross the international boundary and are in use for at least part of the year
• identify on a map the ports of Keamari, Qasim and Gwadar, and the cities with international airports
• explain the factors which affect the location and development of cross-border roads and railways,
seaports, dry ports and airports
• explain what is meant by the term dry port, name an example of one and explain why they have been
developed in many cities of Pakistan.

c) Telecommunications

Candidates should be able to:
• explain the importance of radio, television, phones, fax machines, emails and the internet in the fields
of education, industry, services and trade
• understand the problems of providing telecommunications in some parts of Pakistan
• evaluate the role of telecommunications in the development of Pakistan.