5.8. Exercise

1. Answer the following questions.

(i) Why are people considered a resource?

(ii) What are the causes for the uneven distribution of population in the world?

(iii) The world population has grown very rapidly. Why?

(iv) Discuss the role of any two factors influencing population change.

(v) What is meant by population composition?

(vi) What are population pyramids? How do they help in understanding about the population of a country?

This chunk focuses on various questions regarding human resources and population dynamics. Each question is designed to stimulate critical thinking and understanding of demographics. For example, the first question asks students to think about why individuals are considered resources. This encourages them to reflect on how people's skills and capabilities contribute to economic and social development. Similarly, questions about population distribution and population pyramids prompt students to consider geographical and social factors affecting population characteristics.

Think of a community as a garden. The people in that community are like different types of plants; some might grow tall and strong (like resourceful individuals), while others may not thrive as well. Understanding why some plants (people) flourish in certain conditions helps us plan better for the future growth of our garden (society).

2. Tick the correct answer.

(i) Which does the term population distribution refer to? (a) How population in a specified area changes over time. (b) The number of people who die in relation to the number of people born in a specified area. (c) The way in which people are spread across a given area.

(ii) Which are three main factors that cause population change? (a) Births, deaths and marriage (b) Births, deaths and migration (c) Births, deaths and life expectancy

(iii) In 1999, the world population reached (a) 1 billion (b) 3 billion (c) 6 billion

(iv) What is a population pyramid? (a) A graphical presentation of the age, sex composition of a population. (b) When the population density of an area is so high that people live in tall buildings. (c) Pattern of population distribution in large urban areas.

This chunk contains a quiz format that tests students' understanding of key concepts related to human resources and population studies. Each question helps to reinforce important definitions and facts, such as what population distribution means or the factors influencing population change. By engaging with quiz questions, students can quickly assess their comprehension and clarify misconceptions.

Imagine you are studying for a sports quiz. Each question on the quiz is similar to practicing your skills in a game. By answering the questions correctly, you improve your understanding and readiness, just like practicing shooting hoops prepares you for the game. Each question about population concepts reinforces your knowledge just as practice makes an athlete better.

3. Complete the sentences below using some of the following words. sparsely, favourable, fallow, artificial, fertile, natural, extreme, densely

When people are attracted to an area it becomes ....................... populated Factors that influence this include ....................... climate; good supplies of ....................... resources and ....................... land.

This exercise involves students completing blanks with appropriate vocabulary from a provided list. This activity encourages students to think critically about the relationship between environmental factors and population density. For example, understanding that a 'fertile' land attracts more people because of better agricultural opportunities helps elaborate on why some areas are densely populated.

Consider a restaurant that serves amazing food (fertile land) compared to a place with limited menu (fallow land). More customers (people) will be drawn to the restaurant with the great food. Just like people flock to a delicious restaurant, they are attracted to regions with favorable conditions for living and working.

4. Activity

Discuss the characteristics of a society with ‘too many under 15s’ and one with ‘too few under 15s’. Hint : need for schools; pension schemes, teachers, toys, wheel chairs, labour supply, hospitals.

In this activity, students are prompted to think about the implications of differing age structures in populations. A society with a high percentage of under-15s would have a greater need for educational facilities and toys, while a society with fewer young individuals may require more healthcare services for the elderly and pension schemes. This comparative analysis provides insight into the socioeconomic dynamics that arise from population structure.

Think of a busy playground. If there are too many small children, you need more swings and supervision (schools, teachers). But if there are mostly adults or elderly there, you might need benches for sitting and healthcare (hospitals, pension schemes). Just like managing facilities in a playground, societies must adapt their resources and services based on their population's age structure.

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